2018 Nagc Annual Symposium Course Catalog

2018 NAGC ANNUAL SYMPOSIUM COURSE CATALOG

June 28-30, 2018 | San Antonio, TX

Table of Contents Thursday • June 28, 2018 • 9:00am to 10:00am ...... 5 Opening Plenary: To the Heart: Body Language Insights for Working with Grieving Children ...... 5 Thursday • June 28, 2018 • 4:30pm to 5:30pm ...... 6 Large Session: Creative Ideas to Engage, Educate, ...... 6 and Support Grieving Children, Teens, and Families ...... 6 Friday • June 29, 2018 • 3:30pm to 5:00pm ...... 7 Large Session: The Childhood Bereavement Estimation Model (CBEM): A public health tool for translating prevalence into action ...... 7 Saturday • June 30, 2018 • 11:00am to 12:30pm ...... 9 Closing Session: The Symposium is Ending, But We’ve Only Just Begun ...... 9 Session A: Thursday June 28, 2018 10:15am – 11:45am Concurrent Workshops ...... 10 A1: New Perspectives on Proposal Writing: Asking Better and Asking Smarter ...... 10 A2: Setting Board Members up for Success ...... 12 A3: Strategies for Enfranchising Youth Grief in Research and Practice ...... 14 A4: Supporting Children and Families Impacted by Murder ...... 15 A5: Self Care, not On-the-Shelf-Care: Activities for a Better You ...... 17 A6: The Role of Camp Creativity in Building Community after Grief and Trauma ...... 19 A7: Why Art? Hands On Activities to Support Children on their Grief Journey ...... 21 A8: Resilient Parenting for Bereaved Families: Adapting a research-based program for delivery by community agencies 23 A9: A Collaborative Model for Families Anticipating the Death of a Parent ...... 25 A10: Techniques and Modes for Supporting Bereaved Children and their Families and our Role as Professionals ...... 27 Session B: Thursday June 28, 2018 1:15pm – 2:45pm Concurrent Workshops...... 29 B1: Engaging Your Board in Fundraising ...... 29

2 B2: Using Your Community Collaboration to Build Capacity: Exploring Possibilities...... 31 B3: The Pacific Rim: A look at the new minorities and and the grief they experience ...... 32 B4: Feeling Stuck : Using A Movement-Based Approach with Survivors of Homicide ...... 34 B5: When Grief Comes Home and the Caregiver Grieves ...... 36 B6: Network of Neighbors: A Collaborative, Citywide and Evidence-Based Response to Postventions ...... 38 B7: Why Art? Hands On Activities to Support Children on their Grief Journey ...... 40 B8: Embodied Grief: The Use of Dance and Movement with Bereaved Children, Teens and Young Adults ...... 42 B9: Thinking Outside the Box: Integrating Games and Play into Grief Support Practices ...... 44 B10 Out of Sync: Recognizing the conflicting needs of stepparents, parents, and their grieving children after the death of a parent ...... 46 Session C: Thursday June 28, 2018 3:15pm – 4:15pm Discussion Forums ...... 47 C2: Hospice Forum ...... 47 C3: Funeral Professionals Forum ...... 49 C4: Executive Directors Forum ...... 50 C5: Grief Activities Forum ...... 51 C6: Program Directors Forum ...... 52 C7: School Based Forum...... 53 C8: Camps Forum ...... 54 C9: Self Care Forum ...... 55 C10: Spanish Speaking Programming...... 56 Session D: Friday June 29, 2018 8:30am – 10:00am Concurrent Sessions ...... 58 D1: Make New Friends, But Keep the Old - One is Silver, The Other is Gold! ...... 58 D2: Engaging Them From the Start: Innovative Activities for Volunteer Facilitator Training ...... 59 D3: Addressing Complex Grief Response in LGBTQ Youth...... 61 D4: After a Suicide Death: supporting grieving children and teens ...... 62 D5: "I Have Issues in My Tissues:" Relaxation Techniques for When Grief Manifests in the Body ...... 64 D6: Building Community Among the Youth You Serve ...... 66 D7: Creative Pathways to Healing for Teens ...... 68 D8: Bringing Evidence-Based Interventions to Grief Support Organizations: Lessons Learned from an Academic- Community Partnership ...... 70 D9: When Grief becomes Complicated: Working with the traumatized child...... 72 D10: Finding New Hope: A Day Camp Experience for Bereaved Families ...... 74 Session E: Friday June 29, 2018 10:15am – 11:45am Concurrent Sessions ...... 76 E1: Outside the Box Ideas to take a Funds Development Plan from Concept to Action Without Dedicated Staff ...... 76 E2: Using Social and Electronic Media for Social Change ...... 78 E3: Grief and Bereavement In LGBTQ Communities ...... 79 E4: The Child and Family Left Behind: finding a path to grieving after a murder/suicide ...... 80 3 E5: The Death Vigil - Waiting, Watching, Supporting ...... 82 E6: Programmatic Revitalization: Responding to the Changing Needs of Our Communities ...... 84 E7: After Sibling Loss: A Family Redefined ...... 85 E8: Meet Them Where They Are: Community-Based Family Grief Programs ...... 87 E9: Together in This: Supporting Family Cohesion After a Loss ...... 89 E10 "It's Therapeutic, Not Therapy!": Training volunteers to facilitate therapeutic grief groups and recognize potential mental health concerns ...... 91 Session F: Friday June 29, 2018 1:30pm – 3:00pm Concurrent Sessions ...... 92 F1: The Importance of Youth at Funerals ...... 92 F2: The Power of Connection in a Volunteer Program ...... 94 F3: Becoming Bilingual: How to Implement Bilingual Grief Support Programs ...... 96 F4: Treating Childhood Traumatic Grief (CTG) utilizing components of Trauma-Focused Cognitive Behavioral Therapy (TF- CBT) ...... 97 F5: Strategies for Supporting the Needs of Grieving Students ...... 99 F6: Building Online Community Through Social Media for Marketing, Fundraising, and Program Outreach ...... 101 F7: Getting Down to Their Level: Activities for Pre-School Aged Grievers ...... 103 F8: Voices of the Grieving Self: Adolescents' Narrative Identity Development and Bereavement ...... 104 F9: Understanding Childhood Regrief Phenomenon ...... 106 Session G: Saturday June 30, 2018 9:00am – 10:30am Concurrent Sessions ...... 109 G1: Grief in Art Journal ...... 109 G2: From Vision to Reality - Opening a Children's Grief Support Center ...... 111 G3: The Millennial Grief Journey ...... 113 G4: Traumatic Loss: What is Different, The Impact, Protective Factors and How to Help ...... 115 G5: Mindful Moments ...... 117 G6: The Childhood Bereavement Estimation Model (CBEM): A Public Health Tool ...... 119 G7: Equipping School Administrators with a Bereavement Plan of Care ...... 121 G8: Encouraging Desired Behavior in a Support Group Setting...... 123 G9: Psychometric testing of the Inventory of Youth Adaptation to Loss ...... 124 G10: Camp VITAS: A Family Bereavement Camp Experience ...... 125

Thursday • June 28, 2018 • 9:00am to 10:00am Opening Plenary: To the Heart: Body Language Insights for Working with Grieving Children

To the Heart: Body Language Insights for Working with Grieving Children

You know that the greatest gift you can give to another person is to understand them. In this high energy, interactive laughter filled program, you’ll learn to bring your ability to read people accurately to the next level. You will learn new techniques to improve your ability to establish rapport using the five foundation principals of body language.

• Making a person feel safe in a fraction of a second. • Practicing three methods to gain and maintain rapport. • Learn the one mistake that people typically make when trying to read body language • Unlock the mystery behind such signals as eye blinking, hiding palms, and foot tapping so your client sessions even more effective. • How to tell the difference between nervousness and deception cues. • Understanding the four first impression factors • How the heart and other "body windows" hide or reveal emotions and what you need to do to look open and honest and tell if the individual you are working with is receptive to your ideas and requests. • What part of the body is the most "honest?" • Using body language, the foundation cues of “Up” and “Down” “Open and Closed,” “Forward and Back with integrity to help read and understand individuals deal with depression and grief.

About the Presenter:

Patti Wood, MA is an international speaker and trainer. Since 1982 she has designed and conducted keynote speeches, workshops and convention seminars for hundreds of companies and national associations. She delivers more than 100 presentations a year. Clients describe her programs as; dynamic, high-energy, powerful, insightful, interactive and very funny.

Thursday • June 28, 2018 • 4:30pm to 5:30pm Large Session: Creative Ideas to Engage, Educate, and Support Grieving Children, Teens, and Families

Activity Sharing Session This session will provide creative ideas to engage, educate and support grieving kids, teens, and families. Through discussion and hands on learning, the presenter will provide education about teen grief and loss, outline a practice model of bereavement support and education for kids, teens, and families through specific clinical grief activities which can assist the professional to best support clients their grief process in individual, group and camp settings. Join us to explore twenty new, innovative, exciting activities for use with grieving children and their families.

Learning Objectives:

• Describe best practices for engaging kids, teens, and families in activities. • Identify several models of grief support that can be used with kids, teens, and families in individual, group or camp setting. • Identify multiple developmentally appropriate clinical activities that can be used to support kids, teens and families in an individual, group or camp setting.

About the Presenter:

Megan Lopez, LMSW Megan Lopez joined the NAGC in 2014 and serves as the National Program Director. Megan has served as a Social Worker and Program Leader throughout her nonprofit career, and has provided support to children, teenagers and families in a variety of settings. Megan is an experienced presenter and trainer using an interactive style in her teaching and facilitating on a variety of topics related to program management, childhood bereavement support, grief in the school setting, and group facilitation. She holds a Bachelor of Arts in Social Work from Texas Tech University and Master of Science in Social Work from The University of Texas at Arlington. Megan resides in San Antonio, Texas with her husband and two children.

Friday • June 29, 2018 • 3:30pm to 5:00pm Large Session: The Childhood Bereavement Estimation Model (CBEM): A public health tool for translating prevalence into action

The Childhood Bereavement Estimation Model (CBEM): A public health tool for translating prevalence into action

Understanding the prevalence of childhood bereavement is important for advocacy, resource development, and grief service provision. However, reporting biases and inadequate data sources have hampered past estimation efforts. The Childhood Bereavement Estimation Model (CBEM), a quantitative tool, produces prevalence rates of youth who have or will experience the death of a biological parent and/or sibling by a given age, within a defined geography. This panel will explore the model and its findings, including notable differences in prevalence rates across the U.S. A deeper dive into discrepancies between rural and urban areas will reveal important considerations around health disparities, exposure to adversity, unaddressed need, and access to care. Discussion will include practical applications of this dynamic tool to aid in conducting needs assessment and service planning, raising funds for grief support services, and increasing awareness of childhood bereavement as a critical public health issue.

Learning Objectives: • Explore the Child Bereavement Estimation Model prevalence rates for each of the 50 states • Explain the utilization of the childhood bereavement estimations to better understand service needs in a defined geography • Examine the components of the CBEM Toolkit designed to promote awareness of childhood grief and advocate for resource development

About the Presenter:

Brook Griese, Ph.D. – Co-Founder and CEO, Judi’s House/JAG Institute As a licensed psychologist, Dr. Griese has led the development and dissemination of programs and research at Judi’s House since co-founding the nonprofit in 2002 with her husband, Brian. Drawing on her background in academic research and clinical experience working with traumatized youth and families in diverse settings, her focus has been on integrating research and practice to increase access to care that effectively addresses the needs of the bereaved. Brook received her Ph.D. in clinical psychology from the University of Colorado Boulder and is an assistant clinical professor in the Department of Family Medicine at the University of Colorado.

Ayelet Talmi, Ph.D, — Associate Professor of Psychiatry and Pediatrics, University of Colorado School of Medicine and Children’s Hospital Colorado Dr. Talmi has worked in childhood mental health for over two decades as a licensed psychologist, and has served for many years as a thought partner and strategist at Judi’s House and JAG Institute. She is actively engaged in clinical, research, and policy efforts focused on building sustainable service delivery systems for children and families including behavioral health integration in primary care settings, early childhood, and workforce capacity development in Colorado and nationally. Dr. Talmi is a Graduate Zero To Three Fellow and Past President of the Colorado Association for Infant Mental Health.

Micki Burns, Ph.D. – Chief Clinical Officer, Judi’s House/JAG Institute Dr. Burns has clinical experience with children and families in community mental health and educational settings. She developed and administrated training programs for mental health professionals, including serving as Training Director of an APA accredited predoctoral internship in Texas. In her professional work, she saw the lifelong impact of unaddressed

7 grief. At Judi’s House /JAG Institute, she found a setting that recognizes and celebrates the strengths and struggles of families following a loss. She uses her skillset to expand the reach of the Comprehensive Grief Care Model. Dr. Burns is an assistant clinical professor at the University of Colorado and licensed psychologist.

Saturday • June 30, 2018 • 11:00am to 12:30pm Closing Session: The Symposium is Ending, But We’ve Only Just Begun

Session Description

When something evolves as clumsily and slowly as grief, it can be hard for individuals to visualize progress. On a day-today basis, a person might feel as though they are no different or "better" than the day before and this perceived lack of improvement can feel quite frustrating. As professionals and volunteers working in the bereavement field, we aren't immune to having similar doubts about our own ability to support and facilitate healing and positive change. Many of us have had tough days when we wonder - "Does any of this matter? Am I making a difference?"

In this session, participants will bear witness to their collective impact through the feedback, testimonials, and expressions of gratitude from grieving individuals. Participants will also be asked to examine how their professional values, goals, and practices align with anecdotal and qualitative feedback around childhood grief and effective grief support.

This session may mark the end of the symposium, but it's also a stepping off point as we go forward with new and deeper connections and a renewed sense of meaning and purpose.

Learning Objectives

• Examine the tangible impact of bereavement work through feedback, experiences, and expressions of gratitude obtained from informal survey of grieving clients • Examine the intersection of anecdotal and qualitative feedback with the existing research around childhood grief and grief support • Use interactive technology to engage in real-time collaborative reflection around the value of professional relationships and the NAGC community

About the Presenters:

Eleanor Haley MS and Litsa Williams MA, LCSW-C are the co-founders of the grief websites ‘What’s Your Grief’, ‘Photogrief’ and 'Grief in Six Words'. Both are mental health professionals with a collective 18+ years experience working in grief and bereavement in Baltimore, MD. Before founding What’s Your Grief, Eleanor and Litsa worked with patients and families at end of life in circumstances of unexpected loss, many times as a result of violence, substance use, or suicide. They provided ongoing grief and bereavement support in the years following a death. Feeling frustrated with the online and print materials that were available for grievers, the two founded What’s Your Grief as a resource offering concrete, practical, creative, down-to-earth, and relatable grief support. What’s Your Grief offers hundreds of articles on all topics around grief and loss, print resources to support grievers, a weekly podcast, ecourse, an online grief book club, and in-person support including workshops, trainings, and support groups.

Session A: Thursday June 28, 2018 10:15am – 11:45am Concurrent Workshops

A1: New Perspectives on Proposal Writing: Asking Better and Asking Smarter

One half of fundraising is about building relationships and the other half is about asking. If we focus on the “asking” part, we have to think about our success in terms of asking more, asking better, and asking smarter. This session on proposal writing will provide some new perspectives on how to make that “ask” on paper, and how to think about ways to make that “ask” better and smarter. This includes understanding what foundations are asking and looking for when they review grant proposals, principles of effective fundraising, and a structure for writing the actual proposals.

Learning Objectives

1. Describe the general proposal review process 2. List six principles of effective fundraising 3. Identify the essential components of a grant proposal

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: No limit

Presenter Information:

Randall Quan, MBA Randall Quan joined CRE in April 2001 and has over 20 years of experience in and around the nonprofit/NGO sector, with roles as a program staff, funder, management consultant, and trainer. He was the Coordinator of Service-Learning Programs at a college in New Hampshire and then served as the AmeriCorps Program Officer for the state of Massachusetts during the first years of national service. He also worked as a consultant and trainer, both independently and with the Interaction Institute for Social Change, to Boston and New York City area nonprofits and NGOs. Immediately prior to joining CRE, Randall served as the Privacy Officer and Vice President of Business Development and Corporate Responsibility at a health-related Internet company. Outside of CRE, Randall currently serves on the Editorial Board of the Grassroots Fundraising Journal, the Advisory Board of Justice in Motion (formerly Global Workers Justice Alliance), the Advisory Board of the MBA-Nonprofit Connection, and Advisory Committee for the Nonprofits Integrating Community Engagement Project of the Alliance for Nonprofit Management. He teaches in Hunter College’s Graduate Program in Urban Affairs and Columbia Business School Executive Education’s Social Enterprise Program. Randall received his BA from Dartmouth College and his MBA from Columbia Business School. At CRE, Randall primarily focuses

10 on helping nonprofits with strategy development and planning, financial management, governance and board development, and organizational development.

Jenni Ingram, M.S.

Jenni brings over 10 years of experience in leading and managing teams throughout the nonprofit sector. Working with a small community-based organization in East Palo Alto, CA, strengthened her passion for consulting and coaching with missional nonprofits. Her experience involves program development, management and implementation, curriculum development, and youth education. Jenni consults primarily in the areas of team effectiveness, talent management, organizational culture, and planning. She is involved in leadership and professional development cohorts, including curriculum development for management workshops, coaching, and facilitation of Action Learning groups. She is passionate about coaching people to navigate change and grow in their strengths and leadership. Jenni received her M.S. in Social Work, with an emphasis on management through the Social Enterprise Administration track, from Columbia University, and her B.A. from Hope International University. She was the lead writer of the FutureProfits Curriculum (FutureProfits: Empowering Youth to Make Wise Decisions About Life and Money). She is certified in Facilitative Leadership (2017), Clark Wilson Group: 360° Feedback Surveys (2016), Flawless Consulting Skills: Contracting (2016), Action Learning (2015), Financial Coaching (2012), and is accredited as an Emerging Leader by the CCDA.

11 A2: Setting Board Members up for Success

To actualize the strongest grief centers possible, we must create and support high functioning boards. Board members bring a range of relevant talents to the organization. This presentation focuses on how to maximize board member involvement to advance the mission of the non-profit. Participants will take a look at board recruitment and education, staff and board roles, committee structures and strategic planning to maximize overall service delivery and organizational functioning.

Learning Objectives

1. State the protocol for deliberate recruitment and screening of potential board members 2. Identify and clarify board and staff roles 3. List strategies for enhancing board members' ownership and connection to mission and outcomes

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: No limit

Presenter Information:

Tina Barrett , Ed.D. – Primary Presenter

Since 1994, Dr. Tina Barrett has specialized in stabilizing and strengthening individuals and communities following grief and trauma through clinical and organizational best practices. Co-founder and Executive Director of Tamarack Grief Resource Center, Barrett focuses on best practices of nature-based support with trauma survivors and family-systems. Barrett has facilitated bereavement groups since 1995 and has trained group facilitators for over 18 years. She serves on the Advisory Board for the Tragedy Assistance Program for Survivors (TAPS) and served as a Senior Consultant for the National Military Suicide Survivors Seminar. Barrett also serves on the Leadership Team of Project Tomorrow/Western Montana Suicide Prevention Initiative. She provides interactive, inspiring trainings throughout Montana and at national conferences including Association for Death Educators and Counselors (ADEC); National Alliance for Grieving Children (NAGC); and National Bereavement Camp Conference. She has published numerous articles and chapters related to practical and ethical considerations of grief and trauma support.

Elizabeth J. Manley

LIZ MANLEY, Development and Operations Director for Tamarack Grief Resource Center, brings 16 years of experience with multiple nonprofit boards. Manley has served as a Board Member and Executive Committee Member on multiple boards. She has also been a nonprofit staff member representing the leadership team at board meetings. She has strong experience with Strategic Planning, Board Education and Development, and Nonprofit Leadership. Her positive attitude and commitment to enhancing nonprofits is beautiful and contagious. 12 Literature References: Brown, B. (2012). Daring Greatly: How the courage to be vulnerable transforms the way we live, love, parent and lead. New York: Penguin.

Bordere, T.C. (2016). "Not Gonna Be Laid Out to Dry" Cultural Mistrust in End of Life Care and Strategies for Trust- Building. In D. Harris & T. Bordere (Eds) Handbook of Social Justice in Loss and Grief: Exploring diversity, equity, and inclusion (pp. 75-84). New York: Routledge.

Simon, J.S. (2001) Five Life Stages of Nonprofit Organizations. Saint Paul: Fieldstone Alliance.

*This workshop has been designated as a “non-credit” for Counselors by NBCC. You may attend this session but you will not received CE credit.

13 A3: Strategies for Enfranchising Youth Grief in Research and Practice

This interactive workshop will address ways to enfranchise youth grief in research and practice. This session will incorporate case presentations and research to demonstrate examples of ways that youth and families are able to thrive following stigmatized death and non-death losses.

Learning Objectives

1. Identify factors that uniquely impact the grief journey of youth from diverse social locations 2. Describe concepts collaborative opportunties for fostering youth grief enfranchisment. 3. Delineate culturally-informed strategies for grief enfranchisement among youth

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: No limit

Presenter Information: Tashel C. Bordere, Ph.D.

Tashel C. Bordere, PhD, CT is an Assistant Professor of Human Development and Family Science and State Specialist in Youth Development at the University of Missouri-Columbia. She is past editor of the The Forum and past ADEC Board member. Dr. Bordere has done numerous workshops, consultations, trainings and publishes works relating to diversity and resilience through loss including a co-edited/co-authored book, Handbook of Social Justice in Loss and Grief (Harris and Bordere, 2016). Her research areas include African American youth grief, coping, and homicide loss. She also developed S.H.E.D. Grief Education in the Schools.

Literature References: Arnold, C. (Ed.). 2017. Understanding child and adolescent grief: Supporting loss and facilitating growth. Amityville, NY: Routledge.

Bordere, T. C. (2016). Social justice conceptualizations in grief and loss. In D. Harris & T. C. Bordere (Eds.), Handbook of social justice in loss and grief: Exploring diversity, equity, and Inclusion (pp. 9-20). New York: Routledge

Bordere, T. C. (2017). Disenfranchisement and ambiguity in the face of loss: The suffocated grief of sexual assault survivors. Family Relations, 66(1), 29-45

Salloum, A., & Storch, E. A. (2011). Parent-led, therapist-assisted first line treatment for young children after trauma: A case study. Child Maltreatment, 16(3), 227=232.

14 A4: Supporting Children and Families Impacted by Murder

Grieving children and families who have been impacted by murder have unique needs and experiences. This workshop will provide participants with tools and resources for supporting children and families impacted by a homicide death. Presenters will discuss the importance of supporting children and families impacted by homicide through a lens of inclusivity, cultural awareness, and sensitivity. Opportunities, challenges, and barriers related to providing quality bereavement services to children and families impacted by murder will be explored and discussed. Case examples and vignettes will be utilized to illustrate concepts and best practices for supporting children and families after a homicide death.

Learning Objectives

1. Identify 3 unique needs and experiences of bereaved children and families impacted by murder 2. Identify references and concrete resources to strengthen work with bereaved children and families who have been impacted by homicide 3. Identiy key strategies for overcoming barriers and creating authentic partnerships with individuals and communities impacted by violent and stigmatized death

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: Under 35 people

Presenter Information: Rachel A. Rodrigues, B.A.

Rachel Rodrigues, Director of Programs and Training, graduated from Framingham State College as a member of the Sociological Honors Society of America. She has a Bachelor of Arts Degree in Sociology and a minor in History. Rachel interned at the Louis D. Brown Peace Institute as a senior in college, assisting with the Annual Mother’s Day Walk for Peace and a Memorial Bus project. The Louis D. Brown Peace Institute was founded in 1994 and serves as a center for healing, teaching, and learning for families and communities impacted by murder, trauma, grief, and loss. After graduation Rachel continued to volunteer at the Peace Institute. Having experienced a traumatic loss in her own family as a teenager, she was drawn to the work of the Peace Institute. She was eventually hired to serve as Program Coordinator for a program called Massachusetts Mothers on the Move (MOMs). MOMs was a support group for mothers whose children are incarcerated that offered training and empowerment. She has also been trained as a VISIONS Inc. Consultant to facilitate workshops around issues of racism, oppression and communicating across cultural differences. As Director of Programs and Training at the Peace Institute, Rachel oversees all of the programs at the organization. She has worked closely with schools and communities to implement the Healing and Leadership curriculum like Peacezone that give principals, teachers, and community members the tools to help their youth deal with 15 and heal from trauma, loss, and grief. Since 2007, Rachel has been providing the PIs Survivor Outreach Services to families of homicide victims in the greater Boston area and providing training to service providers on the Peace Institute’s Survivor-Based Tools and Techniques.

Alexandra A. Chery

Alexandra A. Chery is a program coordinator at the Peace Institute. Since the murder of her brother Louis in 1993, Alexandra knew the pain of losing a brother or sister to murder was different than any other kind of pain. In elementary school Alexandra realized she was not the only person in her school who lost a sibling to violence. With the guidance of her parents and support from teachers, she inspired the development of a unique group that created a space for sibling survivors of homicide victims. Since then, she has continued to develop and implement other survivor leadership groups for youth around Boston in her role at the Peace Institute. As the new Family Support Coordinator under the Intergenerational Justice Program, Alexandra will be providing the victim’s families a wealth of knowledge on the legal system and parole process. She will continue to offer additional support for healing and reconciliation. When Alexandra is not at work she loves spending time with her family, especially her son Paris Alexander. During her leisure she reads books and journals about her spiritual journey. Alexandra hopes to travel with her son, Paris to a different place every year.

Literature References:

Harris, D.L. & Bordere, T.C. (2016). Handbook of Social Justice in Loss and Grief: Exploring Diversity, Equity, and Inclusion. New York: Routledge.

Lareau, A. (2003). Unequal childhoods: Class, race, and family life. Berkeley:

University of California Press.

Layne, A.K.A. & Williams, V.K. (2013). Tapestries: A Creative & Inclusive Approach to

Grief Support for Youth & Communities. South Carolina: CreateSpace

Salloum. A. (2014). Group Work with Adolescents After Violent Death: A Manual for

Practitioners.

Weingarten, K. (2003). Common shock: Witnessing violence every day: How we are

harmed and how we heal. New York: Dutton.

*This workshop has been designated as a “non-credit” for Counselors by NBCC. You may attend this session but you will not received CE credit.

16 A5: Self Care, not On-the-Shelf-Care: Activities for a Better You

Let’s face it, those of us providing grief support services are often better at caring for others than for ourselves. This presentation gives activities for self-care including using The Mindfulness Attention Awareness Scale, setting intentions and speaking blessings to enhance mindfulness practice. Much of the presentation will be spent engaged in creating an expressive arts project. Diana’s mission is to create a space for making and sharing meaning to enhance our ability to be trauma stewards. This presentation is not for you if you dislike art supplies or the possibility of sharing! You will leave with new activities and resources.

Learning Objectives

1. Identify proven self-care practice to utilize in clinical practice 2. Describe and use the Mindful Attention Awareness Scale 3. Describe and use an expressive art activity for enhancing self-care and facilitating professional/volunteer dialogue and support

Format of the Presentation: Experiential, Lecture/Interactive Discussion Experimental Lecture/Discussion Personal Experience Panel Performance

Category of the Presentation: Programming and/or Services Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services

Target Audience: Advanced Learner, Everyone is Welcome New to the Field Advanced Everyone is Welcome

Audience Limit: Under 35 people

Presenter Information: Diana Cuddeback, MSW, LCSW

Diana Cuddeback, LCSW is the Founding Director of Heartlinks Grief Center in Belleville, Illinois. Since getting bit by the children’s grief group bug in 1991, Diana has provided children and families innovative grief programming. Diana, like many small program administrators, performs clinical duties, trains volunteers, writes grants, raises money, and answers to a Board therefore she is often half crazy. After working in the field of grief for 25+ years, Diana is excited to share her passion for creating meaning to refresh the spirit and reignite the passion of being present both to ourselves and the grieving people with whom we work.

Literature References: Allen, T. D., & Kiburz, K. M. (2012). Trait mindfulness and workâ€“family balance among working parents: The mediating effects of vitality and sleep quality. Journal of Vocational Behavior, 80(2), 372-379.

Bender, S. (1997). Everyday sacred: A woman's journey home. San Francisco, CA: HarperSanFrancisco.

Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822-848.

17 Huet, V., & Holttum, S. (2016). Art therapy-based groups for work-related stress with staff in health and social care: An exploratory study. The Arts in Psychotherapy, 50, 46-57. doi:10.1016/j.aip.2016.06.003

Lipsky, L. V., & Burk, C. (2009). Trauma stewardship: an everyday guide to caring for self while caring for others. San Francisco, CA: Berrett-Koehler .

O'Donohue, J. (2008). To bless the space between us: a book of blessings. New York: Doubleday.

Remen, R. N. (2010). Kitchen table wisdom: stories that heal. Sydney: Pan Macmillan Australia.

A6: The Role of Camp Creativity in Building Community after Grief and Trauma

This presentation will discuss the philosophy, development and structure of The Resiliency Center of Newtown’s Camp Creativity Day Camp. Beginning in 2014, the Resiliency Center of Newtown offered a two week CT state licensed, free, trauma-informed, structured day camp, serving approximately 120 children per year impacted by the tragedy at Sandy Hook. While the camp is designed and conducted by therapists, it is considered supportive rather than therapeutic, working towards overall goals including supporting and developing teamwork, cooperation, connection to community and overall resilience. This ongoing program allowed RCN to become trusted within the community, therefore facilitating opportunities for grieving individuals to connect with each other and to ongoing community supports.

Learning Objectives

1. Identify 2-3 interventions that may be incorporated into programming which supports grieving children in a community setting 2. Apply basic trauma informed techniques to program development 3. Explain the value of virtues-inclusive programming

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: No limit

Presenter Information: Jennifer M. Sokira, MT-BC

Jennifer Sokira, MMT, LCAT, MT-BC has been a Board Certified Music Therapist since 2002 and she is music therapist at the Resiliency Center of Newtown. She has extensive experience working with clients with trauma, developmental needs, and grief/end of life needs. She has authored two chapters and a published research study and has presented locally, regionally and nationally on topics including trauma-informed care and on various topics in music therapy business including practice building, marketing and ethics. She is the founder and Executive Director of Connecticut Music Therapy Services, LLC and she is Past-President of the New England Region of the American Music Therapy Association, and is also appointed member of the AMTA Ethics Board.

Stephanie Cinque

Stephanie N. Cinque, MSW, a social worker, is the founder and executive director at The Resiliency Center of Newtown (RCN). RCN is an organization that opened in response to December 12, 2012 tragedy at Sandy Hook Elementary School. The center offers free trauma-informed non-traditional therapeutic services and a safe space for people to gather and

19 heal. Stephanie graduated from Columbia University with her Master of Science in Social Work then went on to spent the past decade working within the criminal justice system in New York City and for the State of Connecticut Office of Public Defender. While working as a social worker Stephanie performed advocacy, trauma-informed crisis counseling, community referrals and mitigation for the indigent population along with child protection work. Stephanie completed her undergraduate studies in social work at Western Connecticut State University where she still remains active by serving on the Phi Alpha Honor Society board of which she was a prior recipient.

Literature References:

Allen, L. et al (2006). The impact of a summer day camp on the resiliency of disadvantaged youths. Journal of Physical Education. 77, 1. Taylor and Francis, retrieved 11/9/2017 from http://www.tandfonline.com/doi/abs/10.1080/07303084.2006.10597808.

McGarlane, A. & Potts, N. (1996). Resilience, vulnerablity, and the course of post-traumatic reactions. In B. A. van der Kolk, A. C, McFarlane, & L. Weisaeth (Eds. ), Traumatic stress: The effects of overwhelming experience on mind body, and society (pp. 155-181). New York: Guilford Press.

Malchiodi, C. (2015). Creative interventions with Traumatized Children. New York: Guilford Press.

Borczon, R. (2013). Survivors of catastrophic event trauma. In L. Eyre (Ed.) Guidelines for Music Therapy Practice in Mental Health. Gilsum, NH, Barcelona Publishers.

Malchiodi, C. (2015). Creative interventions with Traumatized Children. New York: Guilford Press.

20 A7: Why Art? Hands On Activities to Support Children on their Grief Journey

Why art? Mounting research suggests the act of creating art is good for the brain. A leader in spreading the healing power of creative expression to children that have experienced trauma and adversity, non-profit Art with Heart will provide youth-serving professionals replicable art activities to support children in their grief journey. Participants will learn theory and best practices behind creative expression and how to create a supportive, creative environment regardless of artistic ability. More than half the session will be hands on. For those that have attended past Art with Heart sessions, all new activities will be presented.

Learning Objectives

1. Explain why combining the use of hearts, minds and hands can help youth express feelings that might not be readily available 2. Identify basic supplies to have on hand, strategies to communicate with children kids about their art, and strategies to successfully coach the creative process. 3. Participate in experiential learning with hands-on creative expression activities the help children with the grief process

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X X X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: Under 35 people

Presenter Information: Louine (Lulu) Verneuil, MSW, LICSW, MPH

Lulu has been a clinical social worker for over 18 years. After working for 6 years in an ICU working with critically ill children, she transitioned into providing grief support and education to children and teens in the Seattle area through a local hospice program. Lulu spent many years providing anticipatory grief and bereavement support to children & families one-on-one and in group settings and as the clinical lead for teen Camp Erin King County. Lulu currently also works for the Seattle Children's Hospital Journey program supporting bereaved parents and siblings after the loss of a child.

Heidi Durham

As Art with Heart’s CEO, Heidi is setting the vision for the organization’s next decade of growth and impact by increasing access to our unique therapeutic resources for kids facing trauma or adversity. Heidi brings 15 years of experience helping Starbucks scale its impact globally, and will bring innovation and technology to Art with Heart’s curricula to reach more youth-serving adults than ever.

21 Literature References: Malchiodi, C. A. (Ed.). (2005). Expressive Therapies. New York, NY: Guilford Press.

Gazzaniga, Ph.D., M. (2008). How Arts Training Influences Cognition. In C. Asbury, ScM.P.H.,Ph.D. & B. Rich,Ed.D. (Eds.), Learning, Arts and the Brain: The Dana Consortium Report on Arts and Cognition (pp.1-10). Washington, DC: Dana Press.

Chibbaro, J., & Camacho, H. (2011). Creative approaches to school counseling: using the visual expressive arts as an intervention. Georgia School Counselor's Association Journal, 18 (1), 41-44.

22 A8: Resilient Parenting for Bereaved Families: Adapting a research-based program for delivery by community agencies

This presentation describes the translation of a research-based program for bereaved parents, the Family Bereavement Program, into a sustainable service delivered by child bereavement agencies. The translation process involves a collaboration between the program developers who identify the core components of the program and parents, group leaders and executive directors of four community agencies provide input on program activities that are likely to work in their community. Site visits of the agencies provide perspective on critical issues for successful program delivery. Program components including session powerpoints, on-line training of group leaders and parent and leader workbooks will be presented.

Learning Objectives

1. Identify the critical issues in translating a research- based program for use in a community setting 2. Identify the key components of a program that promote resilient parenting 3. Describe the steps for replication of an evidence-based program such as Resilient Parenting

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: No limit

Presenter Information:

Irwin N. Sandler, Ph.D.

Irwin Sandler received his Ph.D. in clinical psychology in 1971 from the University of Rochester. Over the past forty years he has been interested in understanding how some children adapt well following exposure to serious stressful events such as the death of their parent. He and his colleagues developed the Family Bereavement Program to promote resilience of children who are bereaved due to the death of a parent. Their research, which has been extensively published, has demonstrated positive effects of the program to lead to reduced distressing grief and lower levels of mental health problems of bereaved children up to 15 years later.

Donna Gaffney, DNSc

Donna Gaffney, DNSc, FAAN, has long addressed trauma, loss and grief in the lives of children and their families. As a psychotherapist she has counseled young people in the aftermath of individual tragedies and national disasters such as Hurricane Katrina and the terrorist attacks of September 11, 2001. As an advisory board member for Families of

September 11, Donna facilitated one of the first online support groups for people affected by the terrorist attacks. Donna has also developed educational guides for books, documentaries and websites, Rebirth and The Second Day, Breath to Breath and The Shared Grief Project. In addition to her role as Managing Director of Education and Programs at Project Rebirth, she is a member of the Resilient Parenting for Bereaved Families Project at ASU.

Literature References: Sandler, I., Tein, J. Y., Cham, H., Wolchik, S., & Ayers, T. (2016). Long-term effects of the Family Bereavement Program on spousally-bereaved parents: Grief, mental health, alcohol problems and coping efficacy. Development and Psychopathology, 28, 801-818. doi:10.1017/S0954579416000328

Sandler, I., Tein, J. Y., Wolchik, S. A., & Ayers, T. (2016). The effects of the Family Bereavement Program to reduce suicide ideation and/or attempts of parentally bereaved children six and fifteen years later. Suicide and Life Threatening Behavior, 46, S32-S38. DOI: 10.1111/sltb.12256

Sandler, I. N., Wolchik, S. A., Ayers, T. S., Tein, J. Y., & Luecken, L. (2013). Family Bereavement Program (FBP) approach to promoting resilience following the death of a parent. Family Science, 4, 87-95.

24 A9: A Collaborative Model for Families Anticipating the Death of a Parent

Working with children and adolescents who have a parent with a devastating diagnosis is becoming a more common trend, and their needs are critical as related to development both in and outside the home. A model of improving understanding, enhancing communication, and managing the stress of a parent's serious illness will be illustrated. When that parent's illness reaches an advanced stage, needs can change, which necessitates a change in the approach in working with these populations. A unique collaborative approach to assist with the complex needs of these populations.

Learning Objectives

1. Describe three major components of support for children and adolescents with parents who have devastating diagnoses 2. Outline the process that children and adolescents utilize for coping 3. Describe the integral components of successful collaboration with this specilized population

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: No limit

Presenter Information: Leslie Wood, MSW, LCSW

Leslie Wood is a Clinical Social Worker with over 16 years of experience working with children and adolescents in the field of mental health. She claims experience in all levels of care including residential, inpatient/acute, partial hospitalization, intensive outpatient, and outpatient therapy. Ms. Wood is an experienced educator in both graduate and undergraduate courses in social work and family studies programs. She has an MSW from Our Lady of the Lake University (1998) and a BS in Human Development and Family Studies (1994) from Texas Tech University.

Meredith Cooper, M.A.

Former Executive Director and Co-Founder Meredith Cooper envisioned, launched and grew Wonders & Worries from its beginnings in 2001. Following 15 years of success, Meredith stepped into a founder role in 2017, where she continues providing strategic direction for national growth. Meredith has a bachelor’ and a master’s degree in Child Development. She is a certified Child Life Specialist and a Licensed Professional Counselor who has been involved with children’s healthcare in the Austin community for more than 25 years, including being the first pediatric oncology child life specialist for Austin. She is the co-chair of the standards and guidelines sub-committee for the ACLP Community Based Non-Traditional Role Committee.

Literature References:

25 Ellis, S.J., Wakefield, C.E., Antill, G., Burns, M., & Patterson, P. (2016). Supporting children facing a parent’s cancer diagnosis: a systematic review of children’s psychosocial needs and existing interventions, European journal of cancer care.

Phillips, F., & Prezio, E.A. (2016). Wonders & Worries: evaluation of a child centered psychosocial intervention for families who have a parent/primary caregiver with cancer. Psycho-Oncology.

Rauch, P. K. & Muriel, A. C. (2006). Raising an Emotionally Healthy Child When a Parent is Sick. New York: McGraw-Hill.

Pyroos, R. S. (1992). Grief and Trauma in Children and Adolescents. Bereavement Care, 11(1), 2-10.

26 A10: Techniques and Modes for Supporting Bereaved Children and their Families and our Role as Professionals

Grief is a personal, unique experience for children after the death of someone in their life. Yet, there are certain realities of grief that are universal for bereaved children, teenagers, and adults. Understanding these realities helps to inform our role as bereavement support professionals and volunteers. This presentation will explore 5 Universal Realities of Grief and provide an approach for supporting bereaved children and their families that takes these realities into consideration. This interactive presentation will explain effective modes of support along with specific activities and techniques for helping bereaved children and their families in both group and individual support settings.

Learning Objectives

1. Describe the 5 Universal Realities of Grief and their role in providing support to grieving children and their families. 2. Identify four modes of providing support to bereaved children and their families 3. Explore specific activities and techniques for supporting bereaved children and their families in group and individual support settings

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: No limit

Presenter Information: Pamela Gabbay EdD, FT

Pamela Gabbay, Ed.D., FT, is a co-founder and an executive partner with The Satori Group, LLC, a national education, management, and consulting company, providing education and consultation to the death, end-of-life, and bereavement fields. Dr. Gabbay is an adjunct faculty member at Brandman University in California and is a member of the training corps for the American Foundation for Suicide Prevention (AFSP). She is the co-author, along with Andy McNiel, of Supporting and Understanding Bereaved Children: A Practical Guide for Professionals. Formerly, Dr. Gabbay was the director of the Mourning Star Center for Grieving Children. She created and served as the camp director for Camp Erin, Palm Springs, a bereavement camp for children. She served two terms on the board of directors of the National Alliance for Grieving Children (NAGC). Dr. Gabbay served as the president of the Southern California Chapter of the Association for Death Education and Counseling. Each year, she presents at multiple national conferences. Dr. Gabbay holds a Fellow in Thanatology (FT) from the Association for Death Education and Counseling and earned a Master of Arts degree in Cognitive Psychology from Claremont Graduate University. She earned a Doctor of Education degree in Organizational Leadership from Brandman University.

27 Literature References: Bonanno, G. A. (2010). The other side of sadness: what the new science of bereavement tells us about life after loss. Strawberry Hills, N.S.W.: Accessible.

DeSpelder, L. A., & Strickland, A. L. (2015). The last dance: encountering death and dying. New York: McGraw-Hill Education.

McNiel, A., & Schuurman, D. L. (2016). Supporting grieving children. In B.P. Black, P.M. Wright, & R. Limbo (Eds.), Perinatal and pediatric bereavement (pp.327-343). New York, NY: Springer Publishing.

McNiel, A., & Gabbay, P. (2018). Understanding and supporting bereaved children: a practical guide for professionals. New York, NY: Springer Publishing Company, LLC.

Meagher, D. K., & Balk, D. E. (2013). Handbook of thanatology: the essential body of knowledge for the study of death, dying, and bereavement. New York, NY: Routledge

28 Session B: Thursday June 28, 2018 1:15pm – 2:45pm Concurrent Workshops

B1: Engaging Your Board in Fundraising

Board members are critical to raising and allocating the necessary resources to run their organizations. However, getting Board members invested and involved in fundraising is not always a smooth and easy endeavor. This session will help leaders assess their board members’ involvement in fundraising efforts, identify where board members are less confident and/or skilled, and act on different strategies to increase engagement. Overall, the leader needs to promote a shared responsibility for fundraising supporting the organization.

Learning Objectives

1. Describe a framework for understanding and assessing Board member involvement in fundraising 2. Identify the essential fundraising roles and responsibilities for board members 3. List different strategies to engage board members in fundraising

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: No limit

Presenter Information: Randall Quan, MBA

Randall Quan joined CRE in April 2001 and has over 20 years of experience in and around the nonprofit/NGO sector, with roles as a program staff, funder, management consultant, and trainer. He was the Coordinator of Service-Learning Programs at a college in New Hampshire and then served as the AmeriCorps Program Officer for the state of Massachusetts during the first years of national service. He also worked as a consultant and trainer, both independently and with the Interaction Institute for Social Change, to Boston and New York City area nonprofits and NGOs. Immediately prior to joining CRE, Randall served as the Privacy Officer and Vice President of Business Development and Corporate Responsibility at a health-related Internet company. Outside of CRE, Randall currently serves on the Editorial Board of the Grassroots Fundraising Journal, the Advisory Board of Justice in Motion (formerly Global Workers Justice Alliance), the Advisory Board of the MBA-Nonprofit Connection, and Advisory Committee for the Nonprofits Integrating Community Engagement Project of the Alliance for Nonprofit Management. He teaches in Hunter College’s Graduate Program in Urban Affairs and Columbia Business School Executive Education’s Social Enterprise Program. Randall received his BA from Dartmouth College and his MBA from Columbia Business School. At CRE, Randall primarily focuses on helping nonprofits with strategy development and planning, financial management, governance and board development, and organizational development.

Jenni Ingram, M.S. Jenni brings over 10 years of experience in leading and managing teams throughout the nonprofit sector. Working with a small community-based organization in East Palo Alto, CA, strengthened her passion for consulting and coaching with missional nonprofits. Her experience involves program development, management and implementation, curriculum development, and youth education. Jenni consults primarily in the areas of team effectiveness, talent management, organizational culture, and planning. She is involved in leadership and professional development cohorts, including curriculum development for management workshops, coaching, and facilitation of Action Learning groups. She is passionate about coaching people to navigate change and grow in their strengths and leadership. Jenni received her M.S. in Social Work, with an emphasis on management through the Social Enterprise Administration track, from Columbia University, and her B.A. from Hope International University. She was the lead writer of the FutureProfits Curriculum (FutureProfits: Empowering Youth to Make Wise Decisions About Life and Money). She is certified in Facilitative Leadership (2017), Clark Wilson Group: 360° Feedback Surveys (2016), Flawless Consulting Skills: Contracting (2016), Action Learning (2015), Financial Coaching (2012), and is accredited as an Emerging Leader by the CCDA.

*This workshop has been designated as a “non-credit” for Counselors by NBCC. You may attend this session but you will not received CE credit.

30 B2: Using Your Community Collaboration to Build Capacity: Exploring Possibilities

Do you want to increase funding; expand your donor base; connect to new business partners; attract in-kind donations; attract new volunteers, board, and pro bono services; increase brand recognition; increase media coverage; and connect with community thought leaders? Community Collaboration may be your answer. Let’s explore the possibilities.

Learning Objectives

1. State the reasons to consider collaboration with your community and describe strategies for successful collaboration. 2. Identify potential community partners and ways to locate effective tools for implementing and evaluating collaboration 3. Recognize benefits that result from collaboration for your organization

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: No limit

Presenter Information: Vicki Jay, B.S.

Vicki Jay serves as CEO for the National Alliance for Grieving Children. Ms. Jay was founding director of Rays of Hope Children’s Grief Center in Midland Texas. Her nineteen-year hospice career included End-of-Life Community Education Director and ten years as Founder and Executive Director of Rays of Hope Children’s Grief Center. She is recognized for her role in children’s advocacy and for her strengths in public speaking and community education. Jay has received many awards and recognitions for her work with nonprofits and in the field of bereavement, including the National Jefferson Award for Community Service, a prestigious national recognition honoring community and public voluntarism in America. Recipients are “ordinary people who do extraordinary things without expectation of recognition.” A graduate of Texas Tech University, Jay currently resides in Midland, Texas. In addition to her professional and community roles, Jay cherishes her role of wife, mother, friend and recently “Nana.”

*This workshop has been designated as a “non-credit” for Counselors by NBCC. You may attend this session but you will not received CE credit.

31 B3: The Pacific Rim: A look at the new minorities and and the grief they experience

While Hispanic/Latino Americans remains the largest minority accounting for 17.1% for the present population, the African American community is currently rate in second largest minority at 13.2%. The cultures of the Pacific rim do account of 6.7% of today's communities. With the Asian Americans representing 5.3%, the Native American/Alaskan natives respresenting 1.2%, and other Hawaiian and Pacific Islanders accounting the last 0.2%. These minorities have unqiue and legendary cultures and historys. An understanding for these cultures and beliefs will allow us to provide a broader scope of care allowing us to work with the children and their families of these regions easier. We will examine some of these more prevalent grief customs and how these customs relate to childrens grief.

Learning Objectives

1. Examine cultures and beliefs of Hindu, Buddism, Baha, and other beliefs of the Pacific Rim 2. Describe the grief process of children in these cultures 3. Identify ways to incorporate these cultural considerations into work with these populations

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: No limit

Presenter Information: Travis W. Stickler, RN, BSN, CHPN

Travis Stickler, RN, BSN, CHPN, is a board certified registered hospice nurse in south central Idaho for past ten years. He works with bereaved families as a normal part of his day to day work. He is currently the Clinical Supervisor of St. Luke’s Hospice. He completed his BSN at Walden University with honors in Nursing Science. He joined Kids Count Too! Twin Falls’ only public children’s grief center in 2008 and now serves as the Vice Chair of the organization's executive board. He also is one of the group’ senior facilitators. His current duties include the lead facilitator for the Kid’s Count Too! Kid to Kid peer grief support groups, the summer block party and the Christmas Tinsel and Tears program. Travis has presented at the National Alliance for Grieving Children Annual Conference, The Moyer Foundation Camp Erin Conference, the End of Life Nursing Education Consortium, and has presented for the past two years at the P20 public school educator’s conference.

Amber Madsen, RN, BSN

Amber Madsen, RN BSN, is a registered hospice nurse case manager in south central Idaho and has been for the past year. She works on a daily basis with patients and families during the dying process, and with bereaved afterwards. Amber has also been involved as a volunteer with Kids Count Too, a child grief group this past year. She has attended

32 Kids Count too day camps, Kid to Kid peer grief support groups, and Moyer Foundation Camp Erin camp this past summer. This is Amber’s first opportunity to present at a conference, and is thankful for this opportunity.

Literature References: Holtz,C. (2017) Global Health Care: Issues and Policies. Jones and Barlett Learning. Baltmore

Hanson, M. J., & Lynch, E. W. (1990). Honoring the cultural diversity of famTopics In Early Childhood Special Educationilies when gathering data. , 10(1), 112.

Raphael, B. and Ng, C. H. (2011), Disaster mental health preparedness and response: Asia-Pacific perspectives. Asia- Pacific Psychiatry, 3: 163“166.

33 B4: Feeling Stuck : Using A Movement-Based Approach with Survivors of Homicide

There is a unique intersection of grief dynamics when facilitating peer-support groups for survivors of homicide. This interactive workshop will explore the impacts of community violence on youth in an urban setting, with attention to the relationship between trauma and the body. Presenters will introduce a holistic curriculum developed for adolescent survivors of homicide in Philadelphia. By integrating theories of grief and bereavement with dance/movement therapy interventions, this curriculum addresses both the emotional and body-based symptoms of living in communities affected by trauma. We will also discuss trauma-informed dance/movement therapy practices and their applications to grief and bereavement work.

Learning Objectives

1. Identify ways in which community violence impacts the grieving process in teens 2. Apply techniques and activities of dance movement therapy to work in the field of grief 3. Explain how the body can be impacted by trauma, specifically by living in trauma communities

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: No limit

Presenter Information: Meghan Szafran, M.S.

Meghan Szafran, MS has been with The Center for Grieving Children in Philadelphia, PA since January 2015. She serves as Director of Community Programs where she facilitates community grief groups, provides bereavement training to professionals, and provides post-crisis support to schools. She has presented at the Greater Philadelphia Trauma Conference in 2017. Meghan has an extensive clinical background working with children and families, specializing in addiction, trauma, and grief. Meghan received her undergraduate degree in Human Services from Virginia Wesleyan College and her Masters of Science in Counseling Psychology with a certificate in Trauma Studies from Chestnut Hill College.

Julia Cuccaro-Green, M.A., BC-DMT

Julia Cuccaro-Green, MA, BC-DMT is a board-certified dance/movement therapist who received her Master's degree from Drexel University and undergraduate degree is from the University of Pennsylvania in anthropology. Julia has worked with youth and families with a focus on trauma and now works as the school-based clinician at The Center for Grieving Children in Philadelphia. Julia presented at the 50th anniversary American Dance Therapy conference and served on the National Review Panel for proposals. Her professional interests include learning and training in the areas of trauma, cultural competence, privilege and power, and social justice. 34 Literature References: Kornblum, R. (2002). Disarming the playground: Violence prevention through movement and pro- social skills. Oklahoma City: Wood & Barnes Publishing.

Lumsden, M. (1997, September 24-28). Engendering peace: Creative arts approaches to transforming domestic and communal violence. Paper presented at Expert Group Meeting on male roles and masculinities in the perspective of a culture of peace. Organized by UNESCO, Oslo, Norway.

Payne, H. (1992). Dance movement therapy: Theory, research, and practice. London: Routledge.

35 B5: When Grief Comes Home and the Caregiver Grieves

Grief will eventually affect everyone again, even caregivers. When you are a bereavement provider, what do you do when grief makes its way into your home? What are the ethical considerations and how do you care for yourself while still earning a living and being of service? The presenter will share personal experience, reflect on ethical decisions and self-care practices employed, invite participants to brainstorm solutions for similar situations, and evaluate current practices for bereavement leave, job reassignment, dual relationships, and compassionate support of staff/volunteers who are personally affected by the death of someone close while in the caregiver role

Learning Objectives

1. Identify yellow flag warning signs in bereavement caregivers 2. Describe at least two ethical consideration when a bereavement caregiver suddenly becomes bereaved 3. Identify steps to ensure compassionate care of the caregiver and sustain quality bereavement services when a caregiver becomes bereaved

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X X X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: No limit

Presenter Information: Michelle Post, M.A., LMFT

Michelle Post, MA, LMFT is a continuing education provider and clinical supervisor in private practice in LA with 15+ years’ experience providing grief/trauma treatment. As OneLegacy’s Manager of Donor Family Aftercare, she oversees the bereavement program for donor families. Formerly a NAGC board member and faculty member of Global Leadership Symposium and American Academy of Bereavement, she continues to provide leadership and teambuilding trainings for various companies. Internationally, she consults/trains in areas of grief, trauma, death notification, stress & burnout prevention, group facilitation, and ASIST suicide prevention. She helps start-up nonprofits and is a board member for HealGrief/AMF-Actively Moving Forward. She’s a member of Dr. J. William Worden’s SoCal Bereavement Specialists Group. Her Child/teen Death Notification chapter was published in Handbook of Traumatic Loss by Rutledge.

Literature References:

Buckingham, R. W. & Howard, P. A. (2017). Understanding Loss and Grief for Women: A new perspective on their pain and healing. Praeger, Santa Barbara, CA.

Worden, J. W. (1976). PDA-- Personal Death Awareness: Breaking Free of Fear to Live a Better Life Now. Prentice-Hall.

36 ADEC (2004). Association for Death Education and Counseling Code of Ethics. Found: https://www.adec.org/Main/Discover_ADEC/Code_of_Ethics/ADEC_Main/Discover- ADEC/Code_of_Ethics.aspx?hkey=6ef825fd-775c-4ae8-9090-8ed3ca2c5cd1

CAMFT (2002) California Association of Marriage and Family Therapists Code of Ethics. Found: https://www.camft.org/images/PDFs/CodeOfEthics.pdf

37 B6: Network of Neighbors: A Collaborative, Citywide and Evidence-Based Response to Postventions

Children’s grief agencies often provide crisis response to schools and organizations when community members have died. In Philadelphia, a city with one of the highest violent crime rates in the nation, this work is critical, but when working in silos, post-crisis work is not always as effective. The City of Philadelphia and community agencies, including The Center for Grieving Children, have collaborated to develop a citywide, community-driven post-crisis response system. Learn about this initiative, the evidence-based work behind it and how to integrate similar models in your community.

Learning Objectives

1. Demonstrate increased knowledge and understanding of the Boston Trauma Response Network's Post Traumatic Stress Management model 2. Identify potential collaborators and partners for post-crisis trauma work 3. Formulate a plan for integration of a community-wide, evidence-based model for implementation in community

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: No limit

Presenter Information: Darcy Walker Krause, J.D., LSW.

Darcy Walker Krause, J.D., LSW, C.T., is the Executive Director at The Center for Grieving Children in Philadelphia, Pennsylvania. The Center provides free grief programming to youth throughout the City of Philadelphia. A graduate of the University of Pennsylvania School of Social Policy & Practice and Duke University School of Law, Ms. Krause practiced Labor & Employment law in private practice for five years before moving into the non-profit sector. Ms. Krause has been a guest lecturer at the University of Pennsylvania, been published by the Philadelphia Daily News, and presented many professional conferences, including ADEC and NAGC.

Phillip M. DeMara, M.S. Ed.

Specializing in behavioral factors in disaster response, public health emergency management, violence prevention, and crisis intervention, Mr. DeMara is the Director of Emergency Preparedness and Response in the Philadelphia Department of Behavioral Health and Intellectual disAbility Services (DBHIDS) and a subject matter expert with Behavioral Science Applications. Mr. DeMara is also the Director of the Network of Neighbors Responding to Violence, a city-wide Trauma

38 Response Network, and co-chair of the Public Health and Trauma Informed Care Subcommittee of the Mayor’s Gun Violence Prevention Committee. He received his Master’s in Education in Counseling Psychology at the University of Miami, FL.

Literature References: Macy, R.D. (2003). Community-based trauma response for youth. New Dir Youth Dev. 2003 Summer; (98):29-49.

Macy, R.D., Behar, L., Paulson, R., Delman, J., Schmid, L., & Smith, S.F. (2004). Community-based, acute posttraumatic stress management: a description and evaluation of a psychosocial-intervention continuum. Harv Rev Psychiatry. 2004 Jul-Aug;12(4):217-28.

Macy RD, Macy DJ, Gross SI, Brighton P. Healing in familiar settings: support for children and youth in the classroom and community. New Dir Youth Dev. 2003; (98):51-79.

39 B7: Why Art? Hands On Activities to Support Children on their Grief Journey ( Repeat of Session A7 )

Learning Objectives

4. Explain why combining the use of hearts, minds and hands can help youth express feelings that might not be readily available 5. Identify basic supplies to have on hand, strategies to communicate with children kids about their art, and strategies to successfully coach the creative process. 6. Participate in experiential learning with hands-on creative expression activities the help children with the grief process

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X X X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: Everyone is Welcome New to the Field Advanced Everyone is Welcome X Audience Limit: Under 35 people

Presenter Information:

Louine (Lulu) Verneuil, LICSW, MPH

Heidi Durham

40 helping Starbucks scale its impact globally, and will bring innovation and technology to Art with Heart’s curricula to reach more youth-serving adults than ever.

Literature References:

Malchiodi, C. A. (Ed.). (2005). Expressive Therapies. New York, NY: Guilford Press.

Chibbaro, J., & Camacho, H. (2011). Creative approaches to school counseling: using the visual expressive arts as an intervention. Georgia School Counselor's Association Journal, 18 (1), 41-44.

41 B8: Embodied Grief: The Use of Dance and Movement with Bereaved Children, Teens and Young Adults

This workshop will focus on the use of dance and movement in our work with grieving children and teens. We will discuss how grief and loss manifests in the body, and how Dance Movement Therapy (DMT) can be used to address issues our clients bring to our groups and sessions. We will learn how the principles of DMT such as attunement, kinesthetic empathy and ritual can be utilized in a trauma-informed manner to fully engage and support our clients. Participants will learn movement-based activities that can be applied to their own work. Please come prepared to move and dance together!

Learning Objectives

1. Identify and define the major principles of Dance Movement Therapy, which include attunement, mirroring, kinesthetic empathy and ritual 2. List three ways in which grief and loss manifest in the body and in movement patterns 3. Apply three movement activities in work with grieving children and teens

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: Under 35 people

Presenter Information:

Jennifer Wiles, M.A., BC-DMT

Jennifer Wiles, MA, LMHC, BC-DMT is the Director of Childrenâ€™s Services for CareGroup Parmenter Hospice in Wayland, MA. She is the director of Camp Erin Boston and HEARTplay, a bereavement program for children and teens in the greater Boston area. She founded the Dance Therapy program at the Performing Arts Center of MetroWest, and has worked for over 25 years using dance with special needs populations. Jennifer is a board-certified dance movement therapist/licensed mental health counselor and is on the faculty of Lesley Universityâ€™s Graduate School of Arts and Social Sciences where she also serves as a clinical site supervisor.

Literature References:

Lewis, T., Amini, F., & Lannon, R. (2000). A general theory of love. New York: Vintage.

Malchiodi, C. & Steele, W. (2012). Trauma-informed practices with children and adolescents. New York: Rutledge.

Simpkins, S. & Myers-Coffman, K. (2017). Continuing bonds in the body: Body memory and experiencing the loss of a caregiver during adolescence. American Journal of Dance Therapy, https://doi.org/10.1007/s10465-017-9260-6. 1-20.

42 Tortora, S. (2006). The dancing dialogue: Using the communicative power of movement with young children. Baltimore: Paul H. Brookes Publishing.

43 B9: Thinking Outside the Box: Integrating Games and Play into Grief Support Practices

Participants will be exposed to the history and basic theory of Play Therapy to help enhance their grief support practices. Through role-play and demonstration, participants will experience hands on approach to using games within in their groups. The Presenter will engage participants in conversations to explore geographical, cultural, diversity and other sensitivities within their practice to ensure integrating games can be done in a safe and ethical manner. Participants will be able to implement five techniques to facilitate games and play within their groups after the session.

Learning Objectives

1. Explain the benefits of games to increase client resilience 2. Identify and demonstrate prompting skills that increase effective outcomes in children and family bereavement practices 3. Explain how to use games in a child center/ non-directive play therapy

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: Under 35 people

Presenter Information:

Stephanie Heitkemper, M.A.

Stephanie Heitkemper, MA, MFT-C specializes in working with children and families around change including grief, trauma, and transition. Stephanie is trained as a Marriage Family Therapist, and Play Therapist. As a third culture child, Stephanie attended nine schools before graduating high school. Stephanie now calls Denver, Colorado home where she is the owner of Resilient Minds Counseling, and the Camp Director for Camp Comfort. Stephanie is passionate about integrating play throughout her therapeutic practices. Outside of work, Stephanie is an active volunteer in her community and enjoys exploring Colorado with her husband and three boxers!

Literature References:

Bellinson, J. (2013). Games children play: board games in psychodynamic psychotherapy. Child & Adolescent Psychiatric Clinics of North America (2), pp. 283-293.

Matorin, A.I. & McNamara, J.R. (1996). Using board games in therapy with children. International Journal of Play Therapy, (5) 2, pp. 3-16.

44 Schaefer, C.E. & Reid, S.E. (2001). Game play: Therapeutic use of childhood games. Hoboken, New Jersey: John Wiley & Sons.

Stone, J. (2015) Board Games in Play Therapy. In K.J. O’Connor, C.E. Schaefer & L.D. Braverman (Eds.), Handbook of Play Therapy (pp 309-323). Hoboken, New Jersey: Wiley.

45 B10 Out of Sync: Recognizing the conflicting needs of stepparents, parents, and their grieving children after the death of a parent

How many times have you asked your client families if their children have had time to grieve? Do you get the deer-in- the-headlights look? Three different family constituents—stepparent, bio parent, and grieving child—bring three different sets of needs into the new family dynamic. In this session, learn how to recognize and validate multiple levels of often competing needs in grieving families. Through case study work within the session, join discussions about ways to nudge family members down a more empathetic path, one in which children have the space to grieve.

Learning Objectives

1. Explain the signs and behaviors belying three distinct sets of family needs: stepparent, bio parent, and grieving child 2. Identify ways to validate each of the three sets of needs and losses in the grieving family 3. Through case studies that spotlight grieving children, examine and collect relevant techniques to assist all three family constituents

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X X X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Presenter Information: Diane Fromme, B.A., An author, facilitator, and stepparent who has raised two grieving children for twenty-five years, Fromme has published numerous educational articles and an award-winning guidebook--Stepparenting the Grieving Child--for parents of grieving children and the professionals who help them. The 2017 book has received gold awards from Mom's Choice and the Colorado Association of Independent Publishers. Fromme also spent 20 years facilitating professional development workshops for such organizations as Wilson Learning Corporation, and Council for Educational Travel USA. Fromme has been a member of the Grief Support Network Alliance for nearly one year. She received her B.A. in Communication from Stanford University. Literature References: Emswiler, Mary Ann and James. (2000). Guiding Your Child Through Grief. New York: Bantam Books. Fromme, Diane Ingram. (2017). Stepparenting the Grieving Child. Castle Rock: Merry Dissonance Press.

Papernow, Patricia L. (2013). Surviving and Thriving in Stepfamily Relationships. New York: Routledge.

Worden, J. William. (2001). Children and Grief. New York: Guilford Press.

*This workshop has been designated as a “non-credit” for Counselors by NBCC. You may attend this session but you will not received CE credit.

46 Session C: Thursday June 28, 2018 3:15pm – 4:15pm Discussion Forums

C2: Hospice Forum

One of the most valuable aspects of attending the NAGC’s symposium is the area of professional networking. Led by a moderator, this Hospice Form session aims to connect those who work in similar areas to create an inclusive environment where the audience interacts learns and problem solves with and from each another.

Learning Objectives:

1. Explain the important relation of hospice work to grief and bereavement work with children, adolescents, and families. 2. Describe the key role that hospice professionals play in preparing children and adolescents for an impending death 3. Identify benefits gained from sharing and communicating with colleagues on hospice models

Format of the Presentation:

Experiential Lecture/Discussion Lecture Personal Experience Panel Performance X

Category of the Presentation:

Administrative Outreach/ Community Outcomes and Research and Programming and/or Collaborations Measurement Education services X Target Audience:

New to the Field Advanced Learner Everyone is Welcome X Audience Limit: No limit

Presenter Info:

Melissa Lunardini, M.A. – Primary Presenter

Melissa Lunardini, M.A., has dedicated over a decade towards supporting grieving children, teens and their families. As the Children’s Bereavement Manager for The Elizabeth Hospice, she oversees the program development of year round grief support groups; school based groups, and is the Camp Director, for Camp Erin San Diego, a weekend bereavement camp. She enjoys presenting nationally and locally on topics related to childhood bereavement. Melissa strives to remain active with current trends and emerging research within the field of Thanatology. She is a National Training Associate for Boys and Girls Club of America for their Youth and Grief segment and she currently sits on the marketing committee for National Alliance for Grieving Children. During her free time, she volunteers with various youth related causes supporting agencies that worked with disadvantaged youth populations, she is particularly invested in suicide prevention and awareness.

Robin Fiorelli, MSW, LCSW Robin Fiorelli, LCSW, is Senior Director of Bereavement and Volunteer Services for VITAS Healthcare. Robin develops, implements, and standardizes VITAS’ volunteer and bereavement services nationwide. She also serves as the liaison between Global Partners in Care and VITAS’ twenty African hospice partnerships. Robin also acts as liaison between the

47 VITAS Community Connection, a non-profit affiliate, and VITAS Healthcare. Additionally, she provides support and education to the VITAS program ethics committees. Lastly, Robin is a member of the NCHPP bereavement professional steering committee. Robin has made numerous presentations at the state and national level and is the author of two chapters on grief in the 2011edition of End-of-Life Care: A Practical Guide and the author of two grief booklets that are provided through NHPCO Marketplace. Robin joined VITAS in 1993 as a social worker for the San Diego program. She was promoted to team manager, then to psychosocial services consultant and bereavement manager. Robin was promoted to her current position in 2003. She received the national VITAS Award for Excellence in Management, has been named to VITAS’ Leadership Council and won the National Association of Social Workers Social Worker of the Year Award for the San Diego chapter. She earned a bachelor’s degree in psychology and a master’s degree in social work at the University of California, Berkeley. She is a licensed clinical social worker in the state of California.

48 C3: Funeral Professionals Forum

One of the most valuable aspects of attending the NAGC’s symposium is the area of professional networking. Led by a moderator, this Funeral Professionals Forum session aims to connect those who work in similar areas to create an inclusive environment where the audience interacts learns and problem solves with and from each another.

Learning Objectives:

1. State the important role of funeral professionals in grief work with children, adolescents, families 2. Identify obstacles and challenges related to the work of funeral professionals in working with this population 3. Identify benefits gained from sharing and communicating with colleagues on the work of funeral professionals.

Format of the Presentation:

Experiential Lecture/Discussion Lecture Personal Experience Panel Performance X

Category of the Presentation:

Administrative Outreach/ Community Outcomes and Research and Programming and/or Collaborations Measurement Education services X

Target Audience:

New to the Field Advanced Learner Everyone is Welcome X Audience Limit: No limit

Presenter Info:

Kathy Wisnefski, CFRE Kathy has served in the nonprofit community for more than 20 years. Before joining NAGC, she served as Executive Director of the Funeral Service Foundation, project manager and consultant for a non-profit consulting firm, development director for a youth center where, over three years she increased gift revenue by 10 percent annually and established a planned giving program that closed seven gifts the first year. A highly skilled administrator, Kathy understands all aspects of a comprehensive development program including grant writing, corporate sponsorships and effective database management. She champions best practices, especially financial transparency and careful stewardship to build and sustain donor relationships. Kathy chaired the Recruitment Task Force for the Association of Lutheran Development Executives (ALDE) and served as President for the Wisconsin chapter.

*This workshop has been designated as a “non-credit” for Counselors by NBCC. You may attend this session but you will not received CE credit.

49 C4: Executive Directors Forum

One of the most valuable aspects of attending the NAGC’s symposium is the area of professional networking. Led by a moderator, this Affinity Group session aims to connect those who work in similar areas to create an inclusive environment where the audience interacts learns and problem solves with and from each another.

Learning Objectives:

1. Cite the role that Executive Directors play in setting policy for work with grieving children, adolescents, families 2. Identify major obstacles and challenges related to the role of an Executive Director in an organization whose primary purpose is working with grieving children, adolescents, families 3. Identify benefits gained from sharing and communicating with colleagues regarding the role of an Executive Director

Format of the Presentation: Experiential Lecture/Discussion Lecture Personal Experience Panel Performance X

Category of the Presentation: Administrative Outreach/ Community Outcomes and Research and Programming and/or Collaborations Measurement Education services X

Target Audience: New to the Field Advanced Learner Everyone is Welcome X Presenter Info:

Vicki Jay, B.S. Vicki Jay serves as CEO for the National Alliance for Grieving Children. Ms. Jay was founding director of Rays of Hope Children’s Grief Center in Midland Texas. Her nineteen-year hospice career included End-of-Life Community Education Director and ten years as Founder and Executive Director of Rays of Hope Children’s Grief Center. She is recognized for her role in children’s advocacy and for her strengths in public speaking and community education. Jay has received many awards and recognitions for her work with nonprofits and in the field of bereavement, including the National Jefferson Award for Community Service, a prestigious national recognition honoring community and public voluntarism in America. Recipients are “ordinary people who do extraordinary things without expectation of recognition.” A graduate of Texas Tech University, Jay currently resides in Midland, Texas. In addition to her professional and community roles, Jay cherishes her role of wife, mother, friend and recently “Nana.”

Darcy Walker Krause, J.D., LSW Darcy Walker Krause, J.D., LSW, C.T., is the Executive Director at The Center for Grieving Children in Philadelphia, Pennsylvania. The Center provides free grief programming to youth throughout the City of Philadelphia. A graduate of the University of Pennsylvania School of Social Policy & Practice and Duke University School of Law, Ms. Krause practiced Labor & Employment law in private practice for five years before moving into the non-profit sector. Ms. Krause has been a guest lecturer at the University of Pennsylvania, been published by the Philadelphia Daily News, and presented many professional conferences, including ADEC and NAGC.

*This workshop has been designated as a “non-credit” for Counselors by NBCC. You may attend this session but you will not received CE credit. 50 C5: Grief Activities Forum

One of the most valuable aspects of attending the NAGC’s symposium is the area of professional networking. Led by a moderator, this Grief Activities Forum session aims to connect those who work in similar areas to create an inclusive environment where the audience interacts learns and problem solves with and from each another.

Learning Objectives:

1. State the important role that experiential activities play in the work with grieving children, adolescents, families 2. Identify obstacles and challenges related to encouraging children and adolescents to participate in grief activities 3. Identify benefits gained from sharing and communicating with colleagues regarding grief activities proven successul in working with this specialized population.

Format of the Presentation:

Experiential Lecture/Discussion Lecture Personal Experience Panel Performance X

Category of the Presentation:

Administrative Outreach/ Community Outcomes and Research and Programming and/or Collaborations Measurement Education services X

Target Audience:

New to the Field Advanced Learner Everyone is Welcome X Audience Limit: No limit

Presenter Info:

Megan Lopez, MSW, LMSW Megan Lopez joined the NAGC in 2014 and serves as the National Program Director. Megan has served as a Social Worker and Program Leader throughout her nonprofit career, and has provided support to children, teenagers and families in a variety of settings. Megan is an experienced presenter and trainer using an interactive style in her teaching and facilitating on a variety of topics related to program management, childhood bereavement support, grief in the school setting, and group facilitation. She holds a Bachelor of Arts in Social Work from Texas Tech University and Master of Science in Social Work from The University of Texas at Arlington. Megan resides in San Antonio, Texas with her husband and two children.

51 C6: Program Directors Forum

One of the most valuable aspects of attending the NAGC’s symposium is the area of professional networking. Led by a moderator, this Program Directors Forum session aims to connect those who work in similar areas to create an inclusive environment where the audience interacts learns and problem solves with and from each another.

Learning Objectives:

1. Identify the role of program directors in working with grieving children, adolescents, families 2. Identify obstacles and challenges related to the role and reponsibilities of program directors 3. Identify benefits gained from sharing and communicating with colleagues regarding program directors roles and responsibilities in programs that work with grieving children, adolescents, families

Format of the Presentation:

Experiential Lecture/Discussion Lecture Personal Experience Panel Performance X

Category of the Presentation:

Administrative Outreach/ Community Outcomes and Research and Programming and/or Collaborations Measurement Education services X

Target Audience:

New to the Field Advanced Learner Everyone is Welcome X Audience Limit: No limit

Presenter Info:

Marian L. Mankin, MSW, LCSW Marian Mankin is a Program Director of Bo’s Place, a bereavement center in Houston, TX where she has worked since 2004. Ms. Mankin manages ongoing grief support groups for families with children between the ages of 5 and 18 who have experienced the death of a parent and the Little Friends program for 3-5 year olds and their parent or guardian and is responsible for refining and expanding the curriculum for these programs. Marian has presented on topics related to children’s bereavement both locally and nationally, and has represented Bo’s Place on local television and radio programs. Marian supervises clinical program staff staff and graduate level interns. Marian is an active member of the National Alliance for Grieving Children and served on the board of directors from 2007-2013, including a year as board president. Marian is a Licensed Clinical Social Worker and previously worked as a therapist in a psychiatric hospital and in therapeutic foster care.

C7: School Based Forum

Learning Objectives:

1. Identify the role of school-based models in working with grieving children, adolescents, families 2. Identiy obstacles and challenges related to a school-based model of grief intervention 3. Identify benefits gained from sharing and communicating with colleagues who work in school-based grief models

Format of the Presentation:

Experiential Lecture/Discussion Lecture Personal Experience Panel Performance X

Category of the Presentation:

Administrative Outreach/ Community Outcomes and Research and Programming and/or Collaborations Measurement Education services X X

Target Audience:

New to the Field Advanced Learner Everyone is Welcome X Audience Limit: No limit

Presenter Info:

Michaeleen R. Burns, Ph.D. Dr. Burns has clinical experience with children and families in community mental health and educational settings. She developed and administrated training programs for mental health professionals, including serving as Training Director of an APA accredited predoctoral internship in Texas. In her professional work, she saw the lifelong impact of unaddressed grief. At Judi’s House /JAG Institute, she found a setting that recognizes and celebrates the strengths and struggles of families following a loss. She uses her skillset to expand the reach of the Comprehensive Grief Care Model. Dr. Burns is an assistant clinical professor at the University of Colorado and licensed psychologist.

53 C8: Camps Forum

One of the most valuable aspects of attending the NAGC’s symposium is the area of professional networking. Led by a moderator, this Camp Forum session aims to connect those who work in similar areas to create an inclusive environment where the audience interacts learns and problem solves with and from each another.

Learning Objectives:

1. Give a brief history of bereavement camps designed to delivery grief support for children, adolescents, families 2. Identify common obstacles and challenges related to the development of a grief support camp model 3. Identify benefits gained from sharing and communicating with colleagues who work in grief camp services

Format of the Presentation:

Experiential Lecture/Discussion Lecture Personal Experience Panel Performance X

Category of the Presentation:

Administrative Outreach/ Community Outcomes and Research and Programming and/or Collaborations Measurement Education services X

Target Audience:

New to the Field Advanced Learner Everyone is Welcome X Audience Limit: No limit

Presenter Info:

Bethany Gardner, M.A. Bethany Gardner, MA, is Director of Bereavement Programs at The Moyer Foundation, where she oversees the national Camp Erin® network; collaborates with camping and bereavement professionals to develop best practices for bereavement camps; and cultivates a national community of bereavement professionals to offer development and networking opportunities. Bethany brings a history of compassionate work with children and families in a variety of settings. Her engagement with childhood bereavement began in 2008, when she joined the staff of a children’s grief support program in Seattle, WA. Bethany holds a Master of Arts in Counseling Psychology and is a member of the Board of Directors of the National Alliance for Grieving Children.

54 C9: Self Care Forum

One of the most valuable aspects of attending the NAGC’s symposium is the area of professional networking. Led by a moderator, this Self-Care Forum session aims to connect those who work in similar areas to create an inclusive environment where the audience interacts learns and problem solves with and from each another.

Learning Objectives:

1. Identify the critical role of self-care in professionals who work with bereaved children, adolescents, families 2. Describe several signs and symptms of burnout and vicarious trauma in mental health professionals 3. Identify several self-care interventions for the mental health profession

Format of the Presentation:

Experiential Lecture/Discussion Lecture Personal Experience Panel Performance X

Category of the Presentation:

Administrative Outreach/ Community Outcomes and Research and Programming and/or Collaborations Measurement Education services X

Target Audience:

New to the Field Advanced Learner Everyone is Welcome X Audience Limit: No limit

Presenter Info:

Coral Popowitz, MSW, LGSW Working with grieving and traumatized children and adults over twenty years in private practice and non profit work. Parent, foster parent, adoptive parent and grandparent. First responder, funeral celebrant, hospital chaplain and yoga instructor. Author, photographer, homebuilder, reader, meditator and knitter. Just like everybody else I have a ton of roles and things to keep me busy.

C10: Spanish Speaking Programming

One of the most valuable aspects of attending the NAGC’s symposium is the area of professional networking. Led by a moderator, this Spanish Speaking Programming Forum session aims to connect those who work in similar areas to create an inclusive environment where the audience interacts learns and problem solves with and from each another.

Learning Objectives:

1. Share the critical role of providing Spanish speaking programming to grieving children, adolescents, families 2. Identify the importance of considering how cultural considerations influence grieving in children, adolescents, families 3. Identify benefits gained from sharing and communicating with colleagues who have experience in Spanish speaking grief programs and camps

Format of the Presentation:

Experiential Lecture/Discussion Lecture Personal Experience Panel Performance X

Category of the Presentation:

Administrative Outreach/ Community Outcomes and Research and Programming and/or Collaborations Measurement Education services X

Target Audience:

New to the Field Advanced Learner Everyone is Welcome X Audience Limit: No limit

Presenter Info: Flor Guebara, MSW, LCSW

Flor Guebara, LCSW is the Spanish Outreach Manager of Bo’s Place, a bereavement center in Houston, TX. Since March 2014, Flor has managed the Spanish-language programming and outreach to Hispanic/Latino families, along with the school-based program. Cristina M. Flores, LCSW is the Bilingual Ongoing Groups Manager of Bo’s Place. Since January 2015, Cristina has managed the ongoing family group program and coordinated one of the Spanish-language groups. Mary Beth Staine, Executive Director of Bo’s Place since October 2010, is also a member of the Board of Directors of the National Alliance for Grieving Children, serving as Board Chair from 2016-2017.

Cristina Flores, MSW

Cristina M Flores is the Bilingual Ongoing Groups Manager at Bo’s Place, a bereavement center in Houston, TX. Cristina manages the ongoing family group program and coordinates one of the Spanish speaking groups. Cristina earned a Bachelor of Science degree in Human Development and Family Science from the University of Texas at Austin and a Masters of Social Work from the University of Houston. Cristina is a Licensed Clinical Social Worker and formerly worked as a medical social worker in the Houston Medical Center.

56 Kate A. Pedersen, MSW, LCSW Kate Pedersen is in private practice at CenterPoint Counseling in Indianapolis, Indiana, helping children, families, and couples in English and Spanish navigate challenging transitions. She is also the Social-Emotional educator at St. Philip Neri Catholic School (a school with a population of:.....) teaching children about emotions and mindfulness. In her graduate studies Kate specialized in grief and family systems—spending an additional year in divinity school focusing on the dynamics of faith, family, and loss. She began her career as a Support Group Coordinator and Therapist at Brooke’s Place for Grieving Young People. Through experiences living and traveling in a variety of countries in Central America, Kate has also learned much from the Hispanic community about the influence of culture and spirituality on family systems.

Session D: Friday June 29, 2018 8:30am – 10:00am Concurrent Sessions

D1: Make New Friends, But Keep the Old - One is Silver, The Other is Gold!

Is your donor base tapped out? Come learn how The Christi Center has doubled our donor base and increased individual giving by 68% over the past 6 years using two strategies: a city-wide giving day and a self-implemented, adapted version of the Benevon model. Don’t be scared off by strategies that can feel like a nonprofit version of The Hunger Games or too expensive to implement make it work for you! We’ll share what’s worked for us and tips/tricks we’ve learned along the way. Interactive - come ready to share your own success strategies!

Learning Objectives

1. Describe two models of peer-to-peer fundraising 2. Identify strategies that equip current supporters to introduce new people to your organization 3. Explain the process of developing clear stewardship plan to retain new donors

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: No limit

Presenter Information:

Cara A. Fox, B.S., M.P.A.

Cara Fox has been raising funds and awareness for nonprofit organizations with missions close to her heart for over 15 years, with a focus on building sustainability and capacity for smaller organizations or those with new development programs. She views fundraising as both an art and a science - and loves helping organizations put their personal stamp on strategic approaches to building support.

Literature References: Axelrod, Terry (2017). The Benevon Model for Sustainable Funding: A Step-by-Step Guide to Getting it Right!, 2nd edition.

Axelrod, Terry (2007). Beyond the Ask Event: Fully Integrating the Benevon Model.

“Giving Day Playbook”. http://givingdayplaybook.org/. Knight Foundation.

*This workshop has been designated as a “non-credit” for Counselors by NBCC. You may attend this session but you will not received CE credit.

58 D2: Engaging Them From the Start: Innovative Activities for Volunteer Facilitator Training

Whether you’re new to training volunteers or could run a training in your sleep, join us to explore innovative experiential activities to create a meaningful and effective training experience for your bereavement group facilitators. We’ll look at best practices for training structure, pace, and engaging activities to help volunteers learn the skills of self- awareness, reflection, communication, and self-care. Bring your successes and challenges to share as part of a dynamic conversation!

Learning Objectives

1. Share an understanding of best practices for a volunteer training flow and structure 2. Identify new activities related to the essential skills used in bereavement group facilitation 3. Construct a plan of activities for an initial bereavement group volunteer facilitator training

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: No limit

Presenter Information: Jana DeCristofaro LCSW Jana DeCristofaro, LCSW, Volunteer and Children's Grief Services Coordinator at The Dougy Center for Grieving Children and Families, has coordinated bereavement groups for children, teens, and young adults since 2002. She is also the Volunteer Coordinator for The Dougy Center’s 200+ volunteer facilitator team and has 15+ years experience training volunteers and those who will be facilitating volunteer trainings. Jana is the host and content manager of Dear Dougy, The Dougy Center's podcast.

Literature References:

Merriam, Sharan B. & Bierema, Laura L. (2014). Adult Learning: Linking Theory and Practice San Francisco: Jon Wiley & Sons, Inc. Jossey-Bass

Bays, A. M., Engelberg, R. A., Back, A. L., Ford, D. W., Downey, L., Shannon, S. E., Doorenbos, A. Z., Edlund, B., Chistianson P., Arnold, R. W., O’Connor, K., Kross, E. K., Reinke, L. F., Cecere Feemster, L., Fryer-Edwards, K., Alexander, S. C., Tulsky, J. A., Curtis, J. R. (2014). Interprofessional Communication Skills Training for Serious Illness: Evaluation of a Small-Group, Simulated Patient Intervention. Journal of Palliative Medicine, 17(2): 159-166 doi: 10.1089/jpm.2013.0318

59 Wilson P. E. (2000) Hospice volunteer training: making the experience more meaningful. American Journal of Hospice & Palliative Care. 17(2):107-110.

*This workshop has been designated as a “non-credit” for Counselors by NBCC. You may attend this session but you will not received CE credit.

60 D3: Addressing Complex Grief Response in LGBTQ Youth

Does sexual orientation affect grief? Many would say no, particularly when discussing bereaved youth. However, adolescence is the time of discovering and developing one’s own identity. Finding acceptance is a part of this journey and a challenge faced by LGBTQ youth. Imagine that the loved one who died was the one person that supported or the most important person who rejected them. How would that affect their grief process? This presentation will provide insight into the common challenges of LGBTQ youth and their grief journey. It will also provide tools to help address the complexities of their loss.

Learning Objectives

1. Identify the challenges faced by LGBTQ youth before and after the death of their loved one 2. Explain how acceptance or judgment of LGBTQ identity prior to the death affects the grief process 3. Develop the tools and activities needed to engage and support grieving LGBTQ youth

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: No limit

Presenter Information: Erin Spalding LCSW

Erin Spalding LCSW, Program Director joined The Christi Center, an Austin based non-profit bereavement support agency, in 2007. She earned her Bachelor’s in Psychology and Master’s in Social Work from the University of Texas. She provides clinical oversight for child, teen and adult programs onsite and in the school system. In addition, she provides trainings and workshops on grief and bereavement throughout the community and has presented at local, state-wide and national conferences. She is an adjunct professor at University of Texas School of Social Work. Finally, she is a certified LCSW supervisor; supporting LMSW’s working toward their clinical licensure.

Literature References: Kriess, J. L., Patterson, D. L. (1997). Psychosocial issues in primary care of lesbian, gay, bisexual and transgender youth. Journal of Pediatric Healthcare, 11(6), 266-274.

Harris, D.L., Bordere, T. C. (2016). Handbook of social justice in loss and grief: exploring diversity, equity and inclusion. New York, NY: Routledge.

Goldman, L. (2017). Creating inclusion and well-being for marginalized students: whole school approaches to supporting children's grief, loss and trauma. Philadelphia, PA. Jessica Kingsley Publishers.

61 D4: After a Suicide Death: supporting grieving children and teens

The suicide death of a family member is a life changing event for children and teens. The issues they face are very different from those experienced in other types of death. This presentation will discuss the specific areas that impact children and teens in their home, community and school life. Ways to intervene and support them will be presented. Special emphasis will be placed on ways to support children and teens in peer groups and in the school setting.

Learning Objectives

1. List specific factors that impact a child or teen after a suicide death 2. Identify different options for providing support for children and teens after a suicide death 3. List resources for children and teens who have experienced a suicide death.

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: No limit

Presenter Information:

Joan Schweizer Hoff, M.A.

Joan Schweizer Hoff, Coordinator of Special Projects and Training, has worked for The Dougy Center, National Center for Grieving Children and Families since 1992. She coordinates peer support grief groups for children, teens and their families who are bereaved from deaths by suicide, murder, and other traumas. She has served on American Foundation for Suicide Prevention (AFSP) Survivor Council, Suicide Bereavement Support Group. She conducts training nationally and internationally on issues related to program development; the impact of suicide, trauma and violent death on children, teens and their families; crisis response; and grief and loss issues for children and teens.

Brandon W.English, MSW

Brandon English is the Director of Loss and Healing Programs at the American Foundation for Suicide Prevention, where he has worked since 2016. He entered the field of loss and bereavement in 2009 managing childhood bereavement camps and programs for almost six years. He has also worked for Mothers Against Drunk Driving where he directed all programming, victim services and fundraising for the state of New Jersey. Prior to bereavement work, he has worked for the Girl Scouts and Pamplin Historical Park. His passion is helping those navigate the difficult times and turning them into hopeful moments. He resides in New Jersey with his wife and daughter.

Literature References: Jordan, J., McIntosh, J. (2011). Grief After Suicide:Understanding Consequences and Caring for the Survivors. New York:Routledge. 62 Bolton, I. (2017). Voices of Healing and Hope: Conversations on grief after a suicide. Atlanta: Bolton Press.

Barber, E. (2016). Conversations of Courage: Guided Activity Journal for Child of Suicide Loss. Chicago: AFSP Illinois Chapter.

The Dougy Center (2011) Understanding Suicide/ Supporting Children DVD. Portland, Or: The Dougy Center.

AFSP/Dougy Center. (2017). Children, Teens, and Suicide Loss. New York: American Foundation for Suicide Prevention.

The Dougy Center. (2006). After a Suicide DEath: An Activity Book fro Children. Portland, Or: The Dougy Center

AFSP. (2017 rev). After a Suicide: A tool kit for Schools. New York: AFSP.

63 D5: "I Have Issues in My Tissues:" Relaxation Techniques for When Grief Manifests in the Body

This session offers an understanding of the way in which grief presents in the body and how relaxation techniques such as breathing, stretching and receiving can be implemented. Current research is highlighting the importance of connecting the mind and body when processing grief. Attendees will be invited to participate in a series of interventions that can be utilized when working alongside grieving families. Sample activities that compliment these coping strategies will be discussed. Lastly, each participant will receive a simple, step-by-step instruction on how to facilitate these relaxation techniques.

Learning Objectives

1. Define and describe body-centered manifestations of grief 2. Participate in a facilitated relaxation-based experiential exercise 3. Identify relaxation techniques to use in bereavement work with children and adolescents

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: No limit

Presenter Information: Melissa Lunardini, M.A.

Samira Moosavi, CCLS, CYT

Samira Moosavi, CCLS, CYT was called to grief work when working as a Certified Child Life Specialist for many years. Within this role, she aimed to meet the dynamic psychosocial needs of children and families coping with illness, new diagnosis and those coping with bereavement process. Throughout her career, she has worked with countless families to support the grieving process. To compliment her toolbox of appropriate interventions, Samira furthered her knowledge- base to include complimentary modalities such as yoga, Reiki and mindfulness. As a Certified Yoga and Mindfulness 64 Teacher, she works to support children and adults alike in connecting with their mind and body. Samira has taken these insights and connected them into a tangible practice to support the needs of grieving families. Samira has provided this series to children at Camp Erin and taught this methodology to clinicians and caregivers in private workshops. Lastly, she has committed to volunteering for children’s grief support groups.

Literature References: Sausys.A (2014).Yoga for Grief Relief: Simple Practices for Transforming Your Grieving Mind and Body. Oakland, CA: New Harbinger Publishing Inc.

Kaley-Isley, L. C., Peterson, J., Fischer, C., & Peterson, E. (2010). Yoga as a Complementary Therapy for Children and Adolescents: A Guide for Clinicians. Psychiatry (Edgmont), 7(8), 20:32.

Wolfelt, A. (2009). Healing your grieving body:100 Physical practices for mourners. Fort Collins, CO: Companion Press.

65 D6: Building Community Among the Youth You Serve

Building community in youth programs is important for many reasons. A strong, welcoming community can help young people feel safe, feel a sense of belonging, and build their sense of self within the group. This workshop, led by certified trainers from the David P. Weikart Center for Youth Program Quality, will help participants learn strategies to build community through fun, interactive methods that make group management easier and more meaningful.

Learning Objectives

1. Name four reasons why it's important to build community in youth programs 2. Identify the four strategies for building community in youth programs 3. Examine a variety of methods for building community

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X X Audience Limit: Under 35 people

Presenter Information:

Brian E. Hill, MBA

Brian Hill joined Boys & Girls Clubs of America in 2006 as Director, PR. In 2012, he transitioned to manage UPS Road Code, a teen safe-driving program. He also oversaw the national youth and grief initiative, Be There. Previously, Hill did marketing for the Girl Scout Council of Northwest Georgia. He earned a bachelor’s in journalism from University of Georgia (1996) and an MBA (2016) from University of Phoenix. In 2009, Hill became a widower raising two children. A passion to advocate for grieving children/families was born, and in 2014, he was elected to the National Alliance for Grieving Children’s Board of Directors.

Morgan Mabry, B.A.

Morgan Mabry is the Director of Gender and Well-Being at Boys & Girls Clubs of America (BGCA). In her role at BGCA, she leads Be There, BGCA’s National Grief and Bereavement initiative. She has helped BGCA form and manage strategic partnerships with the National Alliance for Grieving Children, Funeral Service Foundation, American Counseling Association, and many other local grief organizations. Morgan also leads BGCA’s Disabilities Inclusion initiative and is a part of BGCA’s Social Emotional Development leadership team. Before joining BGCA, she served at Boys & Girls Clubs of Metro Atlanta as its Director of Family Engagement and Associate Director of College and Career Development. She has over 12 years of experience in youth development and is proud to be a new member of the National Alliance for Grieving Children.

66 Literature References: Akiva, T. & McGovern, G. (2013). Building community. Ypsilanti, MI: David P. Weikart Center for Program Youth Quality.

*This workshop has been designated as a “non-credit” for Counselors by NBCC. You may attend this session but you will not received CE credit.

67 D7: Creative Pathways to Healing for Teens

Since 1923, the Scholastic Art & Writing Awards have recognized the vision, ingenuity, and talent of our nation’s youth, and provided opportunities for creative teens to be celebrated. Each year, increasing numbers of teens participate in the program, and become a part of our community-young artists and writers, filmmakers and photographers, poets, and sculptors, along with countless educators who support and encourage the creative process. Do you work with middle or high school students grieving the loss of a loved one? Are you interested in learning how teens can creatively express their feelings during this vulnerable moment in their lives? Grief is a difficult journey, but having a creative outlet can provide a safe space. For teens trying to make peace with the loss of a parent, a teacher, a caregiver, or even a friend, finding ways to express bereavement can open a door to healing. The Scholastic Art & Writing Awards and the New York Life Foundation have created a special partnership to encourage bereaved teens in grades 7-12 grade students to create original works of art or writing that explore their responses to a range of grief and emotion. Workshop participants are invited to learn more about the partnership between the Scholastic Awards and New York Life; the opportunities for recognition, exhibition, publication and scholarships the Scholastic Awards provides; and the special opportunity available to creative teens who are grieving the loss of a loved one. Come learn more about the program and best practices for planning and implementing a creative art/writing workshop with grieving teens.

Learning Objectives

1. Explain the impact and the importance of having access to creative outlets for grieving teens 2. Describe the Scholastic Awards and the opportunities for recognition, exhibition, publication and scholarships it provides middle and high school youth 3. Identify best practices for planning and implementing creative workshops for grieving teens

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: No limit

Presenter Information: Tendo Mutanda, M.S. – Primary Presenter

Tendo Mutanda initially arrived in New York City as a Teach for America corps member. She served as a bilingual teacher for the NYC public school system working with elementary and middle school youth before transitioning to private educational settings abroad and in the U.S. where she continued her work with English language learners. During her tenure as an educator, she was especially successful integrating the arts into classroom instruction and teaching the craft of informational and creative writing. After several years of teaching, Tendo transitioned out of the classroom into program management. She currently serves as a Senior Program Manager at the Scholastic Art & Writing Awards.

68 Maria Collins

Maria Collins is the vice president of the New York Life Foundation, the charitable foundation created by New York Life Insurance Company. In addition to her Foundation duties, she is also corporate vice president of New York Life’s Corporate Responsibility Department. Ms. Collins assists with the development, management and implementation of the Company’s philanthropic and engagement strategies with direct management of the Foundation’s bereavement grant-making portfolio and outreach engagement initiatives. Ms. Collins joined the company in 2000 as the program manager of the community service program. Since then, she has held positions of increasing responsibility including director of corporate responsibility where she led, managed and enhanced the day-to-day operations of New York Life’s employee engagement programs and served as the assistant vice-president aligning the strategic direction of the employee engagement programs with business strategies, administrative oversight of the corporate grant-making portfolio and supporting the foundation grant-making. The New York Life Foundation devotes the majority of its funding each year to programs that help children in the areas of educational enhancement and childhood bereavement. Since its founding in 1979, the Foundation has made nearly $240 million in contributions to New York and U.S.-based nonprofit organizations. New York Life Corporate Responsibility initiatives include the award-winning Volunteers for Good program, which helps New York Life employees and agents nationwide volunteer within their communities. Ms. Collins earned a Bachelor of Arts degree from Fordham University and a Masters of Social Work from New York University. She currently resides in River Vale, NJ with her husband and their two sons.

Literature References: The New Yorker. Teen Beat. Allen, Emma (April 24, 2014) Huffington Post. 18-Year-Old Captures the Daily Plights of Black Women in Profound Poem. Hill, Zahara (February 16, 2017)

PBS Newshour. A Photographer’s Quest to Uncover the Story of an Abandoned Building. Segal, Corinne (March 31, 2016).

Seventeen. Meet the Amazing Teens Who Could be the Next Lena Dunham. Staff (June 11, 2015) https://www.artandwriting.org/DigitalCollection/Works/Show/357203. Alison Gaarsland (2017)

American Journal of Public Health. The Connection Between Art, Healing and Public Health: A Review of Current Literature. Stuckey, Heather L. and Nobel Jeremy (February 2010) Vol 100, No. 2

69 D8: Bringing Evidence-Based Interventions to Grief Support Organizations: Lessons Learned from an Academic-Community Partnership

Support for grieving children can come in many forms, from peer support to evidence-based interventions. The ability of an organization to offer evidence-based interventions requires organizational readiness, an overarching mission that aligns with intervention objectives, and staff who are eager to learn and maintain fidelity to the intervention. This presentation will describe a partnership between the Trauma and Grief Center at Texas Children's Hospital and the Children's Bereavement Center (CBC) of San Antonio, and their mutually beneficial experiences and lessons learned in training CBC staff in the implementation of Trauma and Grief Component Therapy, an evidence-based intervention for grieving youth.

Learning Objectives

1. Identify organizational characteristics that lend themselves to the implementation of evidence-based interventions 2. Describe the purpose and objectives of Trauma and Grief Component Therapy in treating grieving youth 3. Identify lessons learned in forging an academic/community-based partnership

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: No limit

Presenter Information: Julie B. Kaplow, Ph.D.

Julie Kaplow, PhD, ABPP, is a licensed clinical psychologist. She holds a primary appointment as Associate Professor in the Department of Pediatrics at Baylor College of Medicine and an adjunct appointment in the Department of Palliative Care at MD Anderson Cancer Center. Dr. Kaplow also serves as Director of the Trauma and Grief Center at Texas Children’s Hospital, a designated Treatment and Service Adaptation Center of the National Child Traumatic Stress Network. In this role, she oversees evidence-based assessment, treatment, and research with traumatized and bereaved youth, and develops and disseminates trauma- and bereavement-informed “best practices” to community providers nationwide.

Christopher M. Layne, Ph.D.

Dr. Layne is Director of Education in Evidence-Based Practice at the UCLA/Duke National Center for Child Traumatic Stress. He has published extensively on the topic of childhood trauma, bereavement, the interplay of trauma and grief in

70 adolescence, test construction and validation, and is the author of multiple treatment manuals for traumatized and grieving youth, including Trauma and Grief Component Therapy.

Literature References:

Herres, J.*, Williamson, A.*, Kobak, R., Layne, C.M., Kaplow, J.B., Saltzman, W., & Pynoos, R.S. (in press). Internalizing and externalizing symptoms moderate treatment response to school-based Trauma and Grief Component Therapy for Adolescents. School Mental Health.

Saltzman, W., Layne, C.M., Pynoos, R. S., Olafson, E., Kaplow, J.B., & Boat, B. (2017). Trauma and grief component therapy for adolescents: A modular approach to treating traumatized and bereaved youth. Cambridge University Press.

Wallerstein, N., Calhoun, K., Eder, M., Kaplow, J., & Hopkins Wilkins, C. (in press). Voices from the field: Community- based participatory research and team science. In K. Hall, R. Croyle, & A. Vogel (Eds). Advancing social and behavioral health research through cross-disciplinary team science: Principles for success. New York: Springer Publishing.

71 D9: When Grief becomes Complicated: Working with the traumatized child.

Death is a topic that is often avoided; however, it is an experience that has effected more than 95% of Florida youth involved in the Juvenile Justice system. Through this workshop, participants will learn how to examine common children grief reactions, identify what trauma is and the various trauma exposures common with at-risk youth, examine trauma responses and complications that can affect the grieving process, and explore trauma-informed care approach models.

Learning Objectives

1. Explore common children grief reactions and identify when grief turns complicated 2. Identify trauma responses and complications that can affect the grieving process 3. Examine various trauma-informed care approach models working with children effected by trauma

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: No limit

Presenter Information:

Deborah Bauer-Brooks, MHC, CT

Deborah Brooks holds a Masters of Mental Health Counseling from Argosy University. She is the Directorof Suncoast Kids Place: Center for Grieving Children, Teens and Families. Ms. Brooks manages numerous community sites, as well as, coordinates programs conducted in schools, oversees yearly community art event, assists in planning Children’s Grief Awareness Day events and collaborates with community partners to make camps available. She is a passionate advocate for grieving children and continues to educate to raise awareness on the specific needs that exist within this population. In addition to this she also works in the foster care field as a therapist at a group home and in foster care homes and adoptive home. Ms. Brooks is a certified Thanatologist.

Literature References: (These references are subject to change as presentation is being reviewed and revised and additional information may be included).

Baglivio M., Epps N., Swartz K., Hug, M., Sheer, A., Hardt, N. (2014). The prevalence of adverse childhood experiences (ACE) in the lives of juvenile offenders. OJJDP Journal of Juvenile Justice., (3) 2.

Center on the Developing Child, 2015. Persistent fear and anxiety can affect young childrenâ€™s learning and development. (9). Retrieved from www.developingchild.net.

Harner, H., Hentz, P., Evangelista, M. (2010). Grief Interrupted: The experience of loss amount incarcerated women. Qualitative Health Research (21) 4.

72 National Scientific Council on the Developing Child (2010). Persistent fear and anxiety can affect young children’s learning and development: Working Paper No. 9. http://www.developinghchild.net

Steele, W., & Kuban, C. (2013). Working with grieving and traumatized children and adolescents: Discovering what matters most. Hoboken, NJ: John Wiley & Sons.

Worden, J. W. (1996). Children and grief: When a parent dies. New York: Guilford. ED 405 133.

73 D10: Finding New Hope: A Day Camp Experience for Bereaved Families

A day camp for grieving families launched in Long Beach, CA in the fall of 2017. This presentation will review the groups served by the day camp (children, parents/guardians, and volunteers). The presenter will introduce you to the process of planning the day camp including activities used to facilitate grief processing, the support of enduring connections with the deceased, parent/guardian education, fun, and restoration; recruiting, screening, and training volunteers; and the perceived benefits reported by participants. Challenges, lessons learned and intended modifications for future iterations of camp will also be discussed.

Learning Objectives

1. Identify the diverse groups served by the day camp 2. Plan a bereavement day camp in the community by modifying the presented framework 3. Describe the perceived benefits as reported by the bereavement day camp participants

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: No limit

Presenter Information: Jennifer Leong, LMFT

Jennifer Jimenez Leong, LMFT, CT, is the Clinical Director for New Hope Grief Support Community in Long Beach, CA where she developed and oversees family camps, and support groups for children and at-risk teens. In the past, Jen trained at The Center for Grief Care and Education at San Diego Hospice, served as Grief Specialist then Co-Clinical Director at Camp Erin Orange County, and in 2015, she presented a workshop on multicultural competence in bereavement care at ADEC’s Annual Conference. Jen maintains a private therapy practice and serves on the Board of Directors for Mental Health America Los Angeles.

Literature References: Ayers, T. S., Wolchik, S. A., Sandler, I. N., Twohey, J. L., Weyer, J. L., Padgett-Jones, S., & ... Kriege, G. (2013). The Family Bereavement Program: Description of a Theory-Based Prevention Program for Parentally-Bereaved Children and Adolescents. Omega: Journal Of Death & Dying, 68(4), 293-314. doi:10.2190/OM.68.4.a

Bachman, B. (2013). The development of a sustainable, community-supported childrenâ€™s bereavement camp. OMEGA, 67(1-2), 1-35. doi: http://dx.doi.org/10.2190/OM.67.1-2.c

74 Diamond, H., Llewelyn, S., Relf, M., & Bruce, C. (2012) Helpful aspects of bereavement support for adults following an expected death: Volunteers’ and bereaved people's perspectives. Death Studies, 36(6), 541-564. DOI: 10.1080/07481187.2011.553334

Hoy, W. G. (2016). Bereavement groups and the role of social support: Integrating theory, research, and practice. New York: Routledge.

Worden, J. W. (2009). Grief counseling and grief therapy: A handbook for the mental health practitioner (5th ed.). New York: Springer.

75 Session E: Friday June 29, 2018 10:15am – 11:45am Concurrent Sessions

E1: Outside the Box Ideas to take a Funds Development Plan from Concept to Action Without Dedicated Staff

Are you a small organization lacking funds development resources? Has your board directed you to increase revenue from donations? Is this combination stressing you out? This workshop will relate strategies, tactics and tools that Heartlinks Grief Center has implemented. Presenters will describe moving from a new strategic plan to five specific fund development strategies and actions. A unique model in recurring giving and innovative ideas for special events will be explored. The program will include participant interaction and opportunities for practical takeaways leveraging a Grief Reach Grant to stimulate organizational change and community involvement will be discussed. Please join us.

Learning Objectives

1. Describe strategies to assess and solicit retirees and businesses with skills and capabilities to apply to the specific funds development strategy of recurring donations 2. Appraise and analyse a variety of special events utilized for fund raising 3. List three ideas to implement, using existing volunteers or by exploring new volunteer opportunities

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X X Audience Limit: No limit

Presenter Information:

Ellen Krohne, M.A. Ellen Krohne has been blessed to have had many “acts” in her work life, none of which prepared her for the once-in-a- lifetime, emotional experience of writing and publishing her first book. She’s worked as a utility employee, from front line customer service to an executive, as an international business consultant, as executive director for a not for profit organization and she has her own consulting practice, Yellow Energy Consulting. She treasures her bachelors and master’s degrees in organizational management, both earned as an adult while working full time with family.

Diana Cubbeback, MSW, LCSW Diana Cuddeback, LCSW is the Founding Director of Heartlinks Grief Center in Belleville, Illinois. Since her first Children’s Grief Group in 1991, Diana has provided children and families innovative grief programming. Recognizing that many grieving youth never have the opportunity to come to a grief center, Diana and her team developed portable programs for inner city and rural children. Diana, like many small program administrators, trains volunteers, writes grants, raises money and answers to a Board along with clinical duties. Diana’s mission is to create a meaningful community of support for grieving people filled with learning, activity, fun and connection.

76 Literature References: Bryson, J. (1995). Strategic Planning for Public and Nonprofit Organizations. San Francisco: Jossey-Bass Publishers

Ilona Bray, J. D. (2010). Effective Fundraising for Nonprofits. Real-World Strategies that Work. Berkeley, California: NOLO Publishing

Higgs, D. (2011). The Self-publisher's Marketing Guide - How to successfully market your self-published book. Ringwood, VIC: Palmer Higgs Investments Pty. Ltd

*This workshop has been designated as a “non-credit” for Counselors by NBCC. You may attend this session but you will not received CE credit.

77 E2: Using Social and Electronic Media for Social Change

The technology boom of the past 20 years has been both a blessing and a curse for non profit organizations. Learn how to "tame the beast" and use technology to share your mission and generate income, whether you are a small start up NPO or function with a larger staff.

Learning Objectives

1. Identify the different social media vehicles and explore who uses them 2. Explain how each of these vehicles can be used to expand awareness and/or fundrasing 3. Identify strategies to engage supporters in peer-to-peer fundraising through electronic media

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: No limit

Presenter Information: Stephanie M. Garrity, B.A.

Executive Director at Rainbows for All Children, Stephanie Garrity is committed to helping children dealing with grief and loss. Garrity knows many children function in a constant state of insecurity and trauma, and is dedicated to providing these children with the resources to share their emotions in healthy and constructive ways that allow them to not just survive, but flourish. Garrity has 21+ years of experience in non-profit leadership, serving as Director of Stewardship/Engagement at Zacharias Sexual Abuse Center (5+ years), Development Director at Willow House (3+ years), and Director of Institutional Advancement at Regina Dominican High School (11+ years).

Literature References: Kawasaki, Guy, and Peg Fitzpatrick. The Art of Social Media: Power Tips for Power Users. Portfolio Penguin, 2014.

Schaefer, Mark W. Social Media Explained: Untangling the World's Most Misunderstood Business Trend. Mark W. Schaefer, 2014.

Mansfield, Heather. Social Media for Social Good: a How-to Guide for Nonprofits. McGraw-Hill, 2012.

78 E3: Grief and Bereavement In LGBTQ Communities

Individuals experience the processes of grief and bereavement in unique ways as they come to terms with the loss of life of persons who have been important to them. Members of lesbian, gay, bisexual and transgender (LGBT) communities, however, may face particular circumstances that affect these processes in complicated ways. Grief and bereavement for LGBT communities might include transitioning in terms of LGBT identity (“coming out”; coming to terms with the intersectionality of LGBT identity and religion/spirituality, racial identity, and/or ethnic identity; coping with community level grief and bereavement; and “suffocated” or “disenfranchised grief.”

Learning Objectives

1. Identify the types of non-death losses faced by the LGBTQ communities 2. Explain the pscyhosocial phenomenon of disenfranchised grief among LGBTQ communities 3. Examine best practices for counseling bereaved LGBTQ youth and adolescents

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the field, Everyone is Welcome New to the Field Advanced Everyone is Welcome X X Audience Limit: No limit

Presenter Information: Matthew S. Rofofsky, MSW, LCSW-R Matt has served as the Director of Clinical and Counseling Services at The Hetrick-Martin Institute for over 11 years and has extensive experience with the LGBTQIAA communities. Matt’s prior professional roles include Director of the Mobile Mental Health Program for the Harlem United Community AIDS Center and Clinical Social Worker for the Center for Comprehensive Care at St. Luke’s – Roosevelt Hospital. Matt has a Masters degree in Social Work from Columbia School of Social Work and a Certificate in Psychodynamic Psychotherapy from The American Institute for Psychoanalytic Psychoanalysis, a post-graduate training program linked to The Karen Horney Clinic. Matt has served on faculty as a clinical supervisor at the Institute for Human Identity and has served as academic advisor/teaching adjunct at the Columbia School of Social Work. In addition to his agency-based work, Matt maintains a private practice in Manhattan.

Literature References: Broad, K. L. (2011). Coming out for parents, families and friends of lesbians and gays: From support group grieving to love advocacy. Sexualities, 14(4), 399-415.

Houck, J. A. (2007). A Comparison of Grief Reactions in Cancer, HIV/AIDS, and Suicide Bereavement. Journal Of HIV/AIDS & Social Services, 6(3), 97-112.

Springer, C. A., & Lease, S. H. (2000). The Impact of Multiple AIDS‐Related Bereavement in the Gay Male Population. Journal of Counseling & Development, 78(3), 297-304.

79 E4: The Child and Family Left Behind: finding a path to grieving after a murder/suicide

Murder/ suicide death in a family is a life changing event for everyone involved. The issues children and teens face are very different and often more complicated than those experienced in other types of death. In this presentation will hear directly from a mom whose family had been impacted by a murder /suicide. She will share her journey, with the specific issues that impact her child and herself, A discussion of the prevalence of murder/suicide nationally, and who the victims and actors are. The presentation will include ways to support the children and family members in peer support groups. Intervention techniques, risk and protective factors, as well as, additional resources will be presented.

Learning Objectives

1. Identify specific factors that impact a child or teen after murder/suicide deaths 2. Explore ways to support families after a murder/suicide in peer support groups 3. Identify commonly encountered risk and protective factors for children, teens, and families who have experienced murder/suicide deaths

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: No limit

Presenter Information: Joan Schweizer Hoff, M.A.

Joan Schweizer Hoff has worked with Children and Families for the pas 25 years at The Dougy Center. She coordinates groups of all ages including littles, teens, and children grieving after a suicide and after a violent death. She has conducted training on grief topics locally, nationally and internationally. She is involved with AFSP as a Facilitator trainer, on the National Loss and Healing council and locally with the Survivor day. She is on the board of the local Suicide Bereavement Support group.

Stephanie Willard

Stephanie Willard is a mental health advocate, story teller, mother of a grieving child, as well as a licensed acupuncturist, Oriental Medicine practitioner, and clinical aroma-therapist. She has spoken about her experience at the National Association of Grieving Children's 2015 conference, the 2015 Portraits of Courage Luncheon for the Dougy Center, and at the 2016 and 2017 American Association of Suicidology conferences. She has been the keynote speaker at the The Forum in Massachusetts as well as taught her class, Tools for Navigating the Roller Coaster of Grief, combining her many years of alternative care knowledge and her loss experience. She is an active member of the Suicide Prevention Alliance for the state of Oregon working on prevention and legislative changes.

80 Literature References:

Joiner, T. (2014). The Perversion of Virture. New York: Oxford University Press.

Klebold, S. (2016). A Mother's Reckoning: Living in the Aftermath of Tragedy. New Your: Crown Publishers.

Rynearson, E. (2001). Retelling Violent Death. New York: Routledge

81 E5: The Death Vigil - Waiting, Watching, Supporting

When life sustaining medical therapies are withdrawn from a pediatric patient, the family enters a period of grief and waiting called "The Death Vigil." For some families this may take minutes to hours. For others it takes days to weeks. This presentation will share what it is like for parents, siblings, and the patient to take vigil and wait for the moment of death, and the psychosocial support that is crucial for their processing and coping. Attendees will engage in lecture, discussion, and case studies.

Learning Objectives

1. List the psychosocial stressors families experience during The Death Vigil 2. Identify therapeutic support strategies used with families as they wait 3. Apply an understanding of The Death Vigil in order to support grieving families through bereavement care

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: No limit

Presenter Information: Taryn Schuelke, CCLS, CPMT As the Palliative Care Grief and Bereavement Specialist at Texas Children’s Hospital, I assist families in navigating the grief that comes with their child’s life limiting illness, end-of-life support, and bereavement follow up care after the death of their child. I co-chair the interdisciplinary System Wide Bereavement Committee where we work on systemic projects, policies, and procedures to better serve patients and families facing end-of-life care. I have a passion for ethics, grief education, and spirituality within Palliative Care. I am a Certified Child Life Specialist, and my background is in Emergency Center, Neonatal Intensive Care, and Women’s Services units, working with patients and their families. Taryn’s history as a CCLS grew in her a heart to serve those who are grieving and led her to the role she now holds. When she’s not helping families grieve, Taryn is at home with her husband and son, listening to audiobooks, and playing her ukulele. Taryn’s motto is no guilt in life, no fear in death, and there is joy to be found in every moment.

Sarah Korenblit, MSW, LCSW Sarah Korenblit, LCSW, is the social worker on the Pediatric Palliative Care team at Texas Children’s Hospital. Prior to this role, she worked as a social worker in a dialysis clinic. Her special interests include promoting patient- and family- centered care and creative ways to educate staff, patients, and families.

82 Literature References: Bascom, PB. (1995). Care of the family when the patient is dying, In Caring for Patients at the End of Life [Special Issue]. West J Med, 163:292-296.

Black, D. (1998). The dying child. BMJâ€¯: British Medical Journal, 316(7141), 1376:1378.

Fleming-Damon, C. (2016). Family care during end-of-life vigils. Nurs Clin N Am, 51:459:69.

Kuttner, L. (2007). Talking with families when their children are dying. Med Princ Pract, 16: 16:20.

Guidelines for Loss Support of Dying Children & Their Families at Bo’s Children’s & Women’s Health Centre and Canuck Place Children’s Hospice

83 E6: Programmatic Revitalization: Responding to the Changing Needs of Our Communities

In this workshop, the transformation of the Good Grief Program at Boston Medical Center will be used as a case example for agencies and attendees looking to reinvent, re-inspire, or reach new populations. Despite its successful history, the Good Grief Program was not always reaching the most vulnerable children and families in its community. This workshop will walk through the program’s process to unveil hidden grievers and adapt to be more responsive to the complex and unique needs of families in underserved, urban populations. Participants will reflect on the unique needs of their community and explore their own programmatic adaptations.

Learning Objectives

1. Explain how marginalization, trauma exposure, and sociocultural factors impact both the experience of grief and the ability to engage in support services 2. Conceptualize ways to meet the unique needs of program and target population(s). 3. Examine strategies for identifying service gaps and resource needs

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: No limit

Presenter Information:

Maureen Patterson-Fede, MSW, LICSW Maureen Patterson-Fede, LICSW, is a licensed clinical social worker, who comes to the bereavement field after years of working with populations who have experienced complex trauma. In her work at the Good Grief Program at Boston Medical Center, Maureen provides direct care services to children and families and facilitates community-based trainings to support others working with children impacted by loss. Additionally, Maureen is leading the efforts of re- engineering the Good Grief Program to ensure that the services provided are responsive, supportive, and culturally- relevant for the patients of Boston Medical Center and the members of the surrounding community.

Literature References: Houger, V.P. (2015). How program design affect program performance and participant motivation. Performance Improvement, 54(7), 10-18.

Sharpe, T.L. (2013). Understanding the sociocultural context of coping for African American family members of homicide victims: A conceptual model. Trauma, Violence, & Abuse, 16(1), 48-59.

Stanley, S. (2006). Cultural competency: From philosophy to research and practice. Journal of Community Psychology, 34(2) 237-245.

84 E7: After Sibling Loss: A Family Redefined

Molly was 10 years old when her only sibling died of leukemia at age 14. Long silent about her grief, she expressed an urgent need to revisit this loss in her mid-20’s. Her family set aside six weeks for intensive family therapy, nightly dinner discussions, interviews with each other, and looking at scrapbooks/art work. Later a documentary and a book were created from this transformative experience. This mother-daughter team focuses on selected exchanges and themes from the film and book. They explore the roles that siblings play for each other, how illness can complicate these roles and death re-contextualize them.

Learning Objectives

1. Describe several roles that siblings play in each other’s lives, and examine how serious illness can complicate them and death re-contextualize them 2. Identify coping strategies that families use in adjusting to chronic, life threatening illness and how these same strategies may manifest in the family grief process 3. Explore the possibility that grief has a developmental component to it for surviving siblings

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: No limit

Presenter Information:

Mary Jane Gandour, PhD

Dr. Gandour grew up in East Meadow, NY and Oakmont, PA. She has an MAT in secondary English teaching from the University of Pittsburgh and a PhD in Clinical Psychology from Purdue University. She taught for ten years and later practiced as a clinical psychologist for over 25 years. Recently she has been exploring and writing about sibling grief and its complexities within her own family. Over the years, she has lived in several parts of this country as well as Japan, Thailand, and Hong Kong. Her home base has been in the Midwest for the last decades.

Molly Gandour

MOLLY GANDOUR is an Emmy-nominated filmmaker. Her feature-length documentary Peanut Gallery played Slamdance Film Festival 2016. She produced the Academy Award nominated, Emmy winning, Sundance Grand Jury Prize winning, HBO documentary, Gasland. She has worked as an editor for the PBS NewsHour and OWN; an associate producer for HBO Docs, WNET and Eliza Hittman (It Felt Like Love, Sundance 2013); and a producer for Scott Cummings (Buffalo Juggalos, Grand Jury Prize for Short Films, AFI Fest 2014). She has a BA in Literary Arts from Brown University (2006) and is currently an MFA Candidate at NYU Tisch in Graduate Filmmaking.

85 Literature References: DeVita-Raeburn, Elizabeth. (2004). The Empty Room: Understanding Sibling Loss. New York: Scribner.

Koehler, K. (2010). Sibling bereavement in childhood. In C.A. Coor & D.E. Balk (Eds.), Children’s encounters with death, bereavement and coping (pp. 195-218). New York: Springer.

Packman, W., Horsley, H., Davies, B., Robbins, A., & Kramer, R. (2006). Sibling bereavement and continuing bonds. Death Studies, 30, 817-841.

86 E8: Meet Them Where They Are: Community-Based Family Grief Programs

Research shows that youth in grief experience increased resilience when family members are involved in forming and sustaining healthy coping (Sandler, 2013). In this session, Comfort Zone staff will explore their organizational journey into community-integrated family programming as a way to skill-build and create connection among families in grief. Participants will learn how to design and implement programming within their own communities that is responsive to specific nuance. Learn from our successes (and failures!) to help navigate the creation of your own community programming.

Learning Objectives

1. Articulate the purpose and value of community-based programming 2. Describe the key components of family programming 3. Analyze evaluation outcomes and testimonials from program participants throughout the evolution of programs

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: No limit

Presenter Information: Jessi Schmale MPA

Jessi earned her Masters of Public Administration from Virginia Tech - she has 10 years of experience in community and wellness programming, as well as 5 years of experience working with grieving youth at Comfort Zone Camp. Jessi serves as Comfort Zone’s National Program Director; she oversees design and implementation of all programs, manages the program staff, and facilitates programs across the country. In her spare time, Jessi performs with an improv comedy ensemble, and teaches group fitness classes.

Rebecca Desmond, MSW

Rebecca earned her Masters of Social Work from Virginia Commonwealth University and has 5 years of experience working with families in end-of-life care and bereavement. Rebecca joined the staff of Comfort Zone Camp in 2015, acting as first point-of-contact for programming, performing biopsychosocial assessment, attending programs across the country as on-site clinical lead, presenting to parents/guardians, and connecting families to local resources. At programs, Rebecca works closely with Program Coordinators and Facilitators, providing clinical insight and psychosocial support, as well as oversees Healing Circle Leaders. As Intake Manager, Rebecca works to streamline intake processes, promotes camper safety in assessment and at program, maintains nationwide communications with families, and supervises Comfort Zone’s graduate-level social work internship program. In her spare time, Rebecca also volunteers as a Healing Circle Leader. 87 Literature References: Sandler, I.N., Ma, Y., Tein, J., Ayers, T.S., Wolchik, S., Kennedy, C.L. & Millsap, R. (2010). Long- term effects of the family bereavement program on multiple indicators of grief in parentally bereaved children and adolescents. Journal of Consulting and Clinical Psychology, 78 (2), 131-143.

Sandler, I.N., Wolchik, S.A., Ayers, T.S., Tein, J., & Luecken, L. (2013). Family bereavement program (FBP) approach to promoting resilience following the death of a parent. Family Science, 4(1), 97-94.

Mulroy, E. (2011). Group work in context: Organizational and community factors. In G. L. Greif & P. H.

Ephross (Authors), Group work with populations at risk (3rd ed., pp. 446-456). New York, NY: Oxford University Press.

88 E9: Together in This: Supporting Family Cohesion After a Loss

This workshop examines a four-cycle curriculum based on William Worden’s Task Model which supports family cohesion after a death. Offered at The Children’s Bereavement Center of South Texas for the past two years, this curriculum is provided for self-selected families as a supplement or alternative to peer support groups.

Learning Objectives

1. Describe a four-cycle expressive arts curriculum that enhances family cohesion after the death of a family member 2. Utilize one one intervention of the four-cycle expressive arts curriculum to illustrate the process 3. Analyze examples and feedback from previous participants for benefits of this model

Format of the Presentation:

Experimental Lecture/Discussion Personal Experience Panel Performance X X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X X Audience Limit: Under 35 people

Presenter Information: Laura Cavazos, M.A., LPC

Laura is native to San Antonio, Texas and a graduate of the University of Texas at San Antonio. After raising a family, she returned to school to study counseling. Laura spent several years as a counselor at St. Luke Catholic Church Counseling Center where her experiences include many areas of grief and life-loss for children, teens, and adults, and a special calling and emphasis to the holistic well-being of women. She is a Licensed Professional Counselor on staff at the Children’s Bereavement Center of South Texas. Laura feels privileged and passionate about her work with grieving families.

Emily Price, M.S., LPC-Intern, supervised by Jennifer Alamia, LPC-S

Emily is a Dallas native who relocated to attend the University of San Antonio. During her graduate work at UTSA, Emily completed a counseling internship at the Children’s Bereavement Center of South Texas. She has remained at the Center post-graduation, now working as the Intake Counselor and Program Coordinator for the teen group.

Literature References:

Bowen, M. (1976). Family reaction to death. In Guerin, P. (ed.) Family Therapy. New York: Gardner.

Delalibera, M., Presa, J., Coelho, A., Barbosa, A., & Pereira Franco, M. H. (2015). Family dynamics during the grieving process: A systematic literature review. CiÃªncia & SaÃºde Coletiva, 20(4), 1119-1134.

89 Haine, R.A. uers. T.S., Sandler, I.N., and Wolchick, S.A. (2008). Evidence-based practices for parentally bereaved children and their

families. Professional Psychological Resource Pr. April 39(2): 113-121.

Hawley, D.A. (200). Clinical implications of family resilience. The American Journal of Family Therapy, 28(2), 101-116.

Nadeau, J. Meaning making in family bereavement: A family systems approach. Stoebe,

M., Hansson, R., Stroeb, W., Schut, H., (ed.) Handbook of bereavement research: Consequences, coping, and care. Washington: American Psychological Association, 2001, p. 329-347.

Walsh, F. (1998). Strengthening family resilience. New York: Guildford Press.

Walsh, F. (1996). The concept of family resilience: Crisis and challenge. Family Process, 35(3), 261-281.

Walsh, F., and McGoldrick, M. (2004). Loss and the family: A systemic perspective (2nd ed.). New York: W.W. Norton and Company, Inc.

Worden, J. W. (2009). Grief counseling and grief therapy: A handbook for the mental health (4th ed.). New York: Springer Publishing Company.

90 E10 "It's Therapeutic, Not Therapy!": Training volunteers to facilitate therapeutic grief groups and recognize potential mental health concerns

How do you train and support your volunteers to facilitate grief groups with children and teens? What does it look like when a camper is experiencing more than "just grief"? And how do your volunteers recognize when a child or teen needs additional support? In this session we will explore these questions and help you prepare and equip your volunteers to identify potential signs and symptoms of potential mental health concerns and how to respond. Through case studies, media outlets, and activities, we will offer concrete ways to train volunteers to recognize these general signs, and also clarify the camp volunteers' role when mental health issues may arise.

Learning Objectives

1. Identify ways to train volunteers to lead, support, and connect youth through grief groups and grief camps 2. Identify potential signs and symptoms of mental health illnesses in children and youth 3. Clarify the role that volunteers play in identifying a behavioral health concern, including limitations

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: No limit

Presenter Information:

Katie Eisold, B.S.

Katie Eisold joined Fairview Youth Grief Services in 2014 as a Program Coordinator after volunteering with the program since 2001. She has worked as a Certified Child Life Specialist in health care, supporting children and families since 1999. In addition, Katie is a Certified Youth Mental Health First Aid Instructor and teaches classes to help identify, understand, and respond to signs of addiction and mental illnesses. Katie possesses extensive knowledge in child development and a wealth of experience in working with grieving children, teens and families.

Literature References: Hughes, V. (2011). Shades of Grief: When Does Mourning Become a Mental Illness. Scientific American, 1-7.

Mental Health First Aid (c) USA (2016). Mental Health First Aid USA: For Adults Assisting Young People. Washington DC: National Council For Behavioral Health.

Nowinski, J. (2012). When Does Grief Become Mental Illness?. Huffington Post, 1-3.

*This workshop has been designated as a “non-credit” for Counselors by NBCC. You may attend this session but you will not received CE credit.

91 Session F: Friday June 29, 2018 1:30pm – 3:00pm Concurrent Sessions

F1: The Importance of Youth at Funerals

The death of a loved one is a painful and often overwhelming experience at any age, but for children it may be confusing or scary if they are not given honest information or are left out of the funeral process. As grief support professionals, you will most likely continue to support children and families after the death of their loved one. We will explore how to explain death to children while offering ideas for continued comfort, love and support in the days, weeks and months following a funeral.

Learning Objectives

1. Identify and describe children's normal reactions to loss, and the age appropriate ways to explain death 2. Identify ideas for families on how to involve children in the memorialization of a loved one and how to help prepare them for the funeral service 3. Summarize tools and resources available to grief professionals and volunteers on the topic of youth at funerals including handouts and video developed by the Youth and Funerals Task Force

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: No limit

Presenter Information:

Sara Moss, MST, LFD

Sara Moss is a licensed funeral director who recently completed her Masters of Science in Thanatology. She currently works as a Senior Education Coordinator for the National Funeral Directors Association, and has been helping many grieving families and those making end-of-life decisions for nearly two decades.

Carrie Bauer, BSW

Carrie Bauer is the Youth Service Coordinator at HopeWest Hospice where she provides grief resources and support to families and the community as a whole. She has presented on various topics at the local level including the Iowa Funeral Directors Association Convention as well as nationally at the Association of Death Education and Counseling's annual conference. She co-facilitates the Central Iowa Death Cafes, and is a co-founder of the Young Bereavement Professionals Group.

Literature References:

Funeral Service Foundation Task Force. (2017). The Importance of Youth at Funerals [Brochure]. Brookfield, WI: Author Dyregrov, A. (2013). Complicated Grief In Children: The perspectives of experienced professionals. OMEGA: Journal of Death & Dying, 67(3), 291-303. doi: 10.2190/OM.67.3.c

Worden, J. W. (1996). Children and Grief When a Parent Dies. New York, NY: The Guilford Press.

*This workshop has been designated as a “non-credit” for Counselors by NBCC. You may attend this session but you will not received CE credit.

93 F2: The Power of Connection in a Volunteer Program

Many non-profits run on the manpower provided by volunteers. How do you find them, engage and retain them all while meeting your organizationâ€™s needs? This session will step you through the basics of developing an effective volunteering program with real world examples, suggestions and stories of success and failure but more importantly it will focus on the power of connection in creating or enhancing your program. All people want to be seen, heard and connected. How can you provide that experience through your organization and your volunteer training? This training will help you look at your volunteer program from both the procedural standpoint and the emotional standpoint. While the application process is important, the relationships being built with the volunteers is really the key to success. Using the tools provided, you will evaluate your program and find the areas that need to be improved in order for your volunteer program to be more successful. You will leave with an action plan for improvement and connection.

Learning Objectives

1. Describe strategies for the finding, vetting and engaging of volunteers 2. Explain the development of a volunteer program that fits the needs of an organization while meeting the needs of its volunteers 3. Examine the need of a sense of connection within an organization that will lead to volunteer commitment and organizational growth

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X X X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X X

Target Audience: New to the Field Advanced Everyone is Welcome X X Audience Limit: No limit

Presenter Information: Andrea McConnell, M.S. Ed.

Andie McConnell is the Founder and Executive Director of a nonprofit that serves families facing pediatric cancer. Through her leadership and guidance, the organization has grown into a well known and respected grass roots organization. Her volunteer base continues to grow and the majority of her volunteers, once engaged, remain actively involved. She has developed volunteer training for all volunteer roles within her organization and recently received a grant through NAGC and NY Life Foundation that allowed her to develop a training program for volunteers who work with bereaved families in her community. She has trained hundreds of volunteers through her time in the nonprofit sector. She has been recognized by different groups within her state for her leadership, passion and innovation and in 2017 was recognized as a Hometown Hero through a Virginia law firm and as a Difference Maker through her city's paper. She volunteers on the steering committee for her local Chamber of Commerce’s Network of Enterprising Women and with serves as a volunteer through her children’s schools. Additionally, she holds both a Masters and a Bachelors in Education and has taught all levels from preschool to college. 94 Literature References: Brown, B (2017).Braving the Wilderness: The Quest for True Belonging and the Courage to Stand Alone. Random House

Eisner,D., Grimm, R., Maynard,S. & Washburn, S (2009) The New Volunteer Workforce

Ellis, Susan (2002) The Volunteer Recruitment (and Membership Development) Book. Energize, Inc

*This workshop has been designated as a “non-credit” for Counselors by NBCC. You may attend this session but you will not received CE credit.

95 F3: Becoming Bilingual: How to Implement Bilingual Grief Support Programs

In response to the quickly growing Hispanic/Latino community in Houston, TX, Bo’s Place established a strategic goal for the participants in its grief support programs to be representative of the cultural diversity of the community. With a vision to become a fully bilingual grief support organization (English/Spanish), Bo’s Place focused on outreach to the Hispanic/Latino community, making its services accessible to this community and utilizing culturally sensitive and appropriate practices and activities across its programming. This presentation will provide strategies that participants can take back to their own organizations regarding a systematic approach to becoming a bilingual organization.

Learning Objectives

1. Explore a plan for an organization to become a bilingual grief support organization 2. Identify outreach strategies that an organization can utilize to engage the bereaved Hispanic/Latino families in the community 3. Describe the cultural considerations to be taken into account when creating bilingual grief support programs for bereaved Hispanic/Latino children and families in the community

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: Under 35 people

Presenter Information:

Flor Guebara, LCSW / Cristina Flores, LCSW / Mary Beth Staine, Flor Guebara, LCSW is the Spanish Outreach Manager of Bo’s Place, a bereavement center in Houston, TX. Since March 2014, Flor has managed the Spanish-language programming and outreach to Hispanic/Latino families, along with the school-based program. Cristina M. Flores, LCSW is the Bilingual Ongoing Groups Manager of Bo’s Place. Since January 2015, Cristina has managed the ongoing family group program and coordinated one of the Spanish-language groups. Mary Beth Staine, Executive Director of Bo’s Place since October 2010, is also a member of the Board of Directors of the National Alliance for Grieving Children, serving as Board Chair from 2016-2017.

Literature References: Arredondo, P., Gallardo-Cooper, M., Delgado, E. A., & Zapata, A. L. (2014). Culturally responsive counseling with Latinas/os. American Counseling Association.

National Hispanic and Latino ATTC. (2013) Desk reference-Cultural elements in treating Hispanic and Latino populations (revisions 2013). BayamÃ³n, PR: Universidad Central del Caribe.

Vasquez, C. I., & Rosa, D. (2011). Grief Therapy with Latinos Integrating Culture for Clinicians. New York, NY: Springer Publish Company.

96 F4: Treating Childhood Traumatic Grief (CTG) utilizing components of Trauma- Focused Cognitive Behavioral Therapy (TF-CBT)

This workshop provides an interactive discussion on the process of utilizing components of Trauma-Focused CBT to adapt to Childhood Traumatic Grief (CTG) and create a Traumatic Grief Cognitive-Behavioral Therapy (TG-CBT) treatment plan. The purpose of this presentation is to aid clinicians in exploring options that would facilitate treating the traumatic aspects of the death event for client to proceed and engage in the grief focused work processing typical tasks for their natural grief process.

Learning Objectives

1. Differentiate “Typical Grief” and “Childhood Traumatic Grief (CTG)” 2. Identify and engage in interactive interventions for Trauma-Focused Cognitive Behavioral PRACTICE model components 3. Explore treatment of CTG with components of TF-CBT to create a TG-CBT treatment plan

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: Under 35 people

Presenter Information:

Marcella Hayes, M.A. Marcella is a Licensed Professional Counselor and Certified Trauma Focused-Cognitive Behavioral Therapist with 5 years of experience in trauma and grief. She’s worked with children, teens and their families in a variety of settings including the bereavement center, inpatient mental health, and Child Advocacy Center agencies. As a Program Coordinator for the Children’s Bereavement Center of South Texas, Marcella manages support groups for Sibling Loss and Beyond Self Harm. Marcella utilizes Grief Informed Foundations of Treatment assessment (GIFT Network) during the intake process to assess needs for families and provides individual counseling utilizing both TF-CBT and Childhood Traumatic Grief (TG- CBT) models.

Kim Fox, M.A. Kim Fox is a recent graduate of the Texas State University. Her passion has always been working with underserved children and adolescents. Through her education and internship with the Children’s Bereavement Center of South Texas, she utilized both Child Centered Play Therapy and Psychoanalytic based therapies and began specializing in trauma and complex, traumatic grief. With a background in improvisational theater and art, she is able to incorporate intense therapeutic work through play with her child clients. Kim also serves as the Communications Chair for the San Antonio Society of Psychoanalytic Studies.

97 Literature References: Choen, J., Mannarino, A. & Deblinger, E. (2006) Treating Trauma and Traumatic Grief in Children and Adolescents. New York, NY: The Guildford Press

National Child Traumatic Stress Network. http://www.nctsn.org/trauma-types/traumatic-grief

Salzman & Page. (2014, December 16). Just Breath [Video file]. Retrieved from https://www.youtube.com/watch?v=- YEZnrySrtQ

Cohen, J (2006).Â Treating Childhood Traumatic GriefÂ [PowerPoint slides]. Retrieved from https://tfcbt.org/wp- content/uploads/2014/07/CTG_Study.pdf

Sufna, J (2014). Treating Childhood Traumatic Grief: Implementing the Grief-Focused Componets of Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) [Video]. Retrieved from https://youtu.be/nmDwCFiQVS4

98 F5: Strategies for Supporting the Needs of Grieving Students

Bereaved children face the challenge of returning to school soon after the loss of a family member. This presentation will offer practical strategies to helping schools foster an emotionally and socially supportive environment for grieving students while encouraging the attainment of academic requirements. Increasing peer support, improving school staff communication with grieving students and developing ways to lessen the impact of grief triggers in the classroom while providing proactive support and modifications in academic expectations can provide tremendous help to grieving students at a time when they are struggling to understand and cope with a death.

Learning Objectives

1. Identify ways to assist schools on the preparation of peers to support grieving students 2. Identify ways to assist schools in the support of the emotional needs of grieving needs when grief reactions occur in the school setting 3. Identify strategies that communication can be increased between school staff and the grieving child

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: No limit

Presenter Information: David J. Schonfeld, M.D. David J Schonfeld, MD, is a developmental-behavioral pediatrician and Director of the National Center for School Crisis and Bereavement at the University of Southern California Susanne Dwoark-Peck School of Social Work. He is a member the American Academy of Pediatrics Disaster Preparedness Advisory Council and served as a Commissioner for both the National Commission on Children and Disasters and the Sandy Hook Advisory Commission in CT. Dr. Schonfeld has provided consultation and training on school crisis and pediatric bereavement in the aftermath of a numerous school crisis events and disasters within the United States and abroad.

Thomas P. Demaria, Ph.D. – Primary Presenter Thomas Demaria, Ph.D. is a Psychologist and a Fellow of the Trauma Division of the American Psychological Association. Dr. Demaria currently serves on the Professional Advisory Board for the National Center for School Crisis & Bereavement and is involved in training initiatives for the Coalition to Support Grieving Students. Dr. Demaria has earned numerous awards for leading hundreds of community disaster counseling responses during the past 30 years and is a two-time recipient of the prestigious New York State Liberty Award for community service following the World Trade Center terrorist attacks and Hurricane Katrina.

Literature References:

99 Schonfeld, D. & Demaria, T. (2016). Supporting the Grieving Child and Family. Pediatrics, 138 (3).

Schonfeld, D. J., & Demaria, T. (2015). Providing Psychosocial Support to Children and Families in the Aftermath of Disasters and Crises. Pediatrics, 136(4).

Schonfeld, D., Quackenbush, M. & Demaria, T, (2015). Grief across Cultures: Awareness for Schools. NASN School Nurse, 350-352.

100 F6: Building Online Community Through Social Media for Marketing, Fundraising, and Program Outreach

Put down your phone for a bit and talk with us about using social media to build your online community for fundraising, marketing, and program outreach! In this workshop, we will outline what The Dougy Center has done well (and maybe not so well) to build our social media presence. We will look at effective ways to create a balance of fundraising, marketing, and program content. We will discuss different platforms including Facebook, Twitter, Instagram, Podcasts, Blogs, and anything else the kids come up with between now and June of 2018. No need to be tech savvy - everyone is welcome!

Learning Objectives

1. Design a social media outreach plan for a children’s bereavement program 2. Identify feasible social media avenues for fundraising, marketing, and program outreach 3. Explore best practices for creating and curating engaging and effective social media content

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services XX

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: No limit

Presenter Information:

Brennan C. Wood, B.A. Brennan has been a staff member at The Dougy Center since 2004 and was recently promoted to Executive Director in October 2015. Brennan previously served as the Director of Development & Communications from 2010-2015. One of Brennan’s most notable accomplishments is having led a team of staff and volunteers in completing a 4 million dollar capital campaign to rebuild The Dougy Center’s home after a devastating fire in 2009. Brennan is a member of the Association of Fundraising Professionals, National Committee on Planned Giving, Northwest Planned Giving Round Table, Partnership for Philanthropic Planning, and Willamette Valley Development Officers (WVDO).

Jana DeCristofaro, MSW, LCSW Jana DeCristofaro, LCSW, Volunteer and Children's Grief Services Coordinator at The Dougy Center for Grieving Children and Families, has coordinated bereavement groups for children, teens, and young adults since 2002. She is also the Volunteer Coordinator for The Dougy Center. Jana has co-authored Principles and Practices of Peer Support Groups and Camp-Based Interventions for Grieving Children Children's in Encounters with Death, Bereavement, and Coping, After a Parent’s Death: Group, Family, and Individual Therapy to Help Children in Play Therapy with Children in Crisis: Individual, Group, and Family Treatment, and Humor with Teens & Grief in Handbook of Adolescent Death and Bereavement. Jana is the host and content manager of Dear Dougy, The Dougy Center's podcast.

101 Literature References: Brubaker, J. R., Kivran-Swaine, F., Taber, L., & Hayes, G. R. (2012). Grief-Stricken in a Crowd: The Language of Bereavement and Distress in Social Media. Association for the Advancement of Artificial Intelligence, 42-49.

Ventola, C. L. (2014). Social Media and Health Care Professionas: Benefits, Risks, and Best Practices. P&T (Pharmacy and Therapeutics), (39)7, 491-520.

Robinson, J., Cox, G., Bailey, E., Hetrick, S., Rodrigues, M., Fisher, S., & Herman, H. (2015) Social Media and Suicide Prevention: A Systematic Review. Early Intervention in Psychiatry, 1-19.

102 F7: Getting Down to Their Level: Activities for Pre-School Aged Grievers

Are you ready to play on the floor? Serving preschool aged children can be challenging. During this session we will be experience and explore simple and fun activities for some of our youngest grievers, preschoolers. We will also explore how you can begin creating and implementing creative ideas for working with young children.

Learning Objectives

1. Examine steps for creating activities for preschool aged children 2. Identify the components of activities that can help educate and support preschool aged children 3. Describe at least two activities to use with grieving preschoolers

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: Under 35 people

Presenter Information: Daniel A. Partridge, MSW

Daniel Partridge holds a Masters of Social Work from the University of South Florida; he finished his internship at Hillsborough County Head Start program working with children 0-5 years of age. Mr. Partridge is the Associate Director for Suncoast Kid’s Place in the Tampa Bay area. He is also the Camp Director of Camp Erin Tampa Bay. He has developed curriculum used with the youngest participants and has facilitated the Suncoast Kid's Place pre-school group for the past 7 years. Mr. Partridge has recently become a Clinical Counselor for the Children's Home Society of Florida.

Literature References: Lehmann, L., Jimerson, S. R., & Gaasch, A. (2001). Mourning Shild Grief Support Group Curriculum: Preschool Edition. Philadelphia, Pennsyvania: Taylor & Francis.

Silverman, P. R. (2000). Never Too Young to Know: Death in Children's Lives. New York, New York: Oxford University Press.

Wolfelt, A. D. (2013). Finding the Words: How to Talk with Children adn Teens about Death, Suicide, Funerals, Homicide, Creamation, and other End-of-Life Matters. Fort Collins, Colorado: Companion Press.

103 F8: Voices of the Grieving Self: Adolescents' Narrative Identity Development and Bereavement

Adolescents' narrative identity - evolving and internalized story of self - is shaped by and affects experiences with loss and grief. Identity formation is a key developmental task as adolescents construct and internalize their stories through conversations with listeners. Creating meaningful and integrative narratives allows adolescents to make sense of life experiences and situate themselves within their complex and changing social ecology. This presentation discusses the developmental and neuroscience research on narrative identity and the construction of life stories amid grief. Considerations for evidence-based practices are introduced to help adolescents use their voices more fully and develop adaptive personal narratives.

Learning Objectives

1. Explain the processes and significance of narrative identity development and its relevance for adolescents' experience with loss and grief 2. Describe and discuss the role of listeners, such as family, friends, and important others, and the influence they may have on narrative identity development and constructing meaning-laden and coherent narratives in the face of loss 3. Recognize and discuss the opportunities and the evidence base for empowering grieving adolescents to use their voices to construct meaningful, integrative, and adaptive life stories

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: No limit

Presenter Information:

Csaba Szilagyi, MDiv, MLA, ACPE

Csaba Szilagyi serves as an educator at Riley Hospital for Children at Indiana University Health, where he teaches patient counseling and provides clinical supervision in the spiritual care and chaplaincy department. Previously, he managed the bereavement services of a large hospice program at VITAS Healthcare. He has extensive experience in providing and leading support services for grieving children, adolescents, and families in healthcare, community, and educational settings. Csaba holds graduate degrees in liberal arts from Harvard University and in divinity from Karoli Gaspar University in Hungary, and completed the Mind, Brain, and Teaching graduate certificate at the Johns Hopkins University.

104

Literature References:

Baddeley, J., & Singer, J. A. (2010). A loss in the family: Silence, memory, and narrative identity after bereavement. Memory, 18(2), 198-207.

Freed, P. J., Yanagihara, T. K., Hirsch, J., & Mann, J. J. (2009). Neural mechanisms of grief regulation. Biological Psychiatry, 66(1), 33-40.

GÃ¼ndel, H., O'Connor, M. F., Littrell, L., Fort, C., & Lane, R. D. (2003). Functional neuroanatomy of grief: an FMRI study. American Journal of Psychiatry, 160(11), 1946-1953.

Habermas, T., & de Silveira, C. (2008). The development of global coherence in life narratives across adolescence: Temporal, causal, and thematic aspects. Developmental Psychology, 44(3), 707-721.

Hammond, C., & Teucher, U. (2017). An Abundance of selves: Yong adultsâ€™ narrative identities while living with cancer. Cancer Nursing, 40(1), 58-65.

Maccallum, F., & Bryant, R. A. (2008). Self-defining memories in complicated grief. Behaviour Research and Therapy, 46(12), 1311-1315.

Maccallum, F., & Bryant, R. A. (2013). A Cognitive attachment model of prolonged grief: Integrating attachments, memory, and identity. Clinical Psychology Review, 33(6), 713-727.

McAdams, D. P. (2008). Personal narratives and the life story. In John, O. P., Robins, R. W., & Pervin, L. A. (Eds.), Handbook of personality: Theory and research (3rd ed.). (pp. 242-262). New York: Guilford Press.

McAdams, D. P., & McLean, K. C. (2013). Narrative identity. Current Directions in Psychological Science, 22(3), 233-238.

McLean, K. C, & Jennings, L. E. (2012). Teens telling tales: How maternal and peer audiences support narrative identity development. Journal of Adolescence, 35, 1455-1469.

McLean, K. C., Pasupathi, M., & Pals, J. L. (2007). Selves creating stories creating selves: A process model of self- development. Personality and Social Psychology Bulletin, 11(3), 262-278.

McLean, K. C., & Pratt, M. W. (2006). Life's little (and big) lessons: Identity statuses and meaning-making in the turning point narratives of emerging adults. Developmental Psychology, 42(4), 714-722.

Neimeyer, R. A, Baldwin, S. A., & Gillies, J. (2006). Continuing Bonds and Reconstructing Meaning: Mitigating Complications in Bereavement. Death Studies, 30(8), 715-738.

Pasupathi, M., & Hoyt, T. (2009). The development of narrative identity in late adolescence and emergent adulthood: The continued importance of listeners. Developmental Psychology, 45(2), 558-574.

Tavernier, R., & Willoughby, T. (2012). Adolescent turning points: The association between meaning-making and psychological well-being. Developmental Psychology, 48(4), 1058-1068.

105 F9: Understanding Childhood Regrief Phenomenon

Children grieve differently from adults. Oltjenbruns recognized children grieve over time because of Childhood Regrief Phenomenon (CRP). In CRP the child regrieves a death many times throughout their life. CRP is governed by cognitive development and continuing bonds. This presentation will help the participant understand CRP and the roles of cognitive development and continuing bonds. Further, the presentation will explain how CRP leads to lifelong grief response. Finally we will identify strategies to mitigate CRP such as recognizing and validating grief episodes, identifying events that trigger grief episodes, and fostering resilience during periods when the child is not actively grieving.

Learning Objectives

1. Define and describe Childhood Regrief Phenomenon, with examples 2. Identify the roles of both cognitive development and continuing bonds in childhood regrief phenomenon 3. Examine strategies to help the child minimize the debilitating effects of regrief periods

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: No limit

Presenter Information: Matthew F. Nurczyk

Matt has been studying Thanatology at Marian University for three years and anticipates completing his MS Thanatology in the spring of 2018. His motivation to study Thanatology comes from his father’s death when Matt was only seven years old. His goal upon completing his degree is to start a children’s grief center based on the Dougy Center model. Matt’s desire is to help grieving children avoid suffering the negative outcomes that he faced in a world with little understanding of children’s grieving processes.

Literature References: Baker, J. E., Sedney, M. A., & Gross, E. (1992). Psychological tasks for bereaved children. American Journal of Orthopsychiatry, 62(1), 105 - 116.

Balk, D. E. (2011). Adolescent development and bereavement: An introduction. The Prevention Researcher, 18(3), 3-9.

Biank, N., & Werner-Lin, A. (2011). Growing up with grief: Revisiting the death of a parent over the live course. Omega, 63(3), 271-290.

Brown, A. C., Sandler, I. N., Tein, J.-Y., Liu, X., & Haine, R. A. (2007). Implications of parental suicide and violent death for promotion of resilience of parentally-bereaved children. Death Studies, 31, 301-335.

106 Brown, E. J., Amaya-Jackson, L., Cohen, J., Handel, S., De Bocanegra, H. T., Zatta, E., . . . Mannarino, A. (2008). Childhood traumatic grief: A multi-site empirical examiniation of the construct and its correlates. Death Studies, 32, 899-923.

Bugge, K. E., Haugstvedt, K. T., Rokholt, E. G., Darbyshire, P., & Helseth, S. (2011). Adolescent bereavement: embodied responses, coping and perceptions of a body awareness support programme. Journal of Clinical Nursing, 21, 2160-2196.

Chapman, R. S. (2000). Children's language learning: An interactionist perspective. Journal of Child Psycology and Psychiatry, 41(1), 33-54.

Dombkowski, M. (2015). Not the end: A child's journey through grief. New York, NY: Terwilliger Publishing.

Dopp, A. R., & Cain, A. C. (2012). The role of peer relationships in parental bereavement during childhood and adolescence. Death Studies, 36, 41-60. doi:10.1080/07481187.2011.573175

Dyregrov, A. (2008). Grief in children. (2nd, Ed.) Philadelphia, PA: Jessica Kingsly Publishers.

Field, N. P., Packman, W., Ronen, R., & Pries, A. (2013). Type of continuing bonds expression and its comforting versus distressing nature: Implications for adjustment among bereaved others. Death Studies, 37, 889-912. doi:10.1080/07481187.2012.692458

Foster, T. L., Gilmer, M. J., Davies, B., Dietrich, M. S., Barrera, M., Fairclough, D. L., . . . Gerhardt, C. (2011). Comparison of continuing bonds reported by parents and siblings after a child's death from cancer. Death Studies, 35, 420-440. doi:10.1080/07481187.2011.553308

Freudenberger, H. J., & Gallagher, K. M. (1995). Emotional consequences of loss for our adolescents. Psychotherapy, 32(1), 150-153.

Harris, D. L., & Winokuer, H. R. (2016). Principles and Practice of grief counseling (Second ed.). New York, NY: Springer Publishing Co., LLC.

Hung, N. C., & Rabin, L. A. (2009). Comprehending Childhood bereavement by parental suicide: a critical review of research on outcomes, grief processes, and interventions. Death Studies, 33, 781-814. doi:10.1080/07481180903142357

Jordan, A. H., & Litz, B. T. (2014). Prolonged Grief Disorder: Diagnostic, assessment and treatment considerations. Professional Psychology: Research and Practice, 45(3), 180 - 187.

Morgan, J. P., & Roberts, J. E. (2010). Helping bereaved children and adolescents: Strategies and implications for counselors. Journal of Mental Helth Counseling, 32(3), 206-217.

Oltjenbruns, K. A. (1991). Positive outcomes of adolescents' experience with grief. Journal of Adolescent Research, 6(1), 43 - 53.

Oltjenbruns, K. A. (2001). Developmental context of childhood grief and regrief phenomena. In M. Strobe, R. Hansson, W. Strobe, & H. Schut, Handbook of bereavement research: Consequences coping and care (pp. 169-197). Washington, D.C.: American Psycholigical Association.

Oltjenbruns, K. A. (2013). Life span issues and loss, grief, and mourning: Childhood and adolescence. In D. K. Meagher, & D. E. Balk (Eds.), Handbook of Thanatology (2nd ed., pp. 149-155). New York, NY: Routledge.

Perschy, M. K. (2004). Helping teens work through grief (Second ed.). New York, NY: Routledge.

Personal Notes. (2016, July 27). Dougy Center Summer Institute. Portland , OR.

Popowitz, C. (2017). Grief recovery for teens: Letting go of painful emotions with body-based practices. Oakland, CA: Instant Help Books.

107 Rabenstine, S., & Harris, D. L. (2017). Family therapy and traumatic losses. In N. Thompson, G. R. Cox, & R. Stevenson (Eds.), Handbook of Traumatic Loss: A Guide to Theory and Practice (pp. 179-200). New York, NY: Routledge.

Riely, M. (2015). Facilitating children's grief. Journal of School Nursing, 19(4), 212-218.

Schreiber, J. K., Sands, D. C., & Jordan, J. R. (2017). The Perceived experience of children bereaved by parental suicide. OMEGA - Journal of Death and Dying, 75(2), 184-206. doi:10.1177/0030222815612297

Silverman, P. (2000). When parents die. In K. J. Doka (Ed.), Living with Grief: Children Adolescents, and Loss. (pp. 215 - 228). Hospice Foundation of America. Retrieved from www.phyllisrsilverman.com/articles.html

Silverman, P. R., Nickman, S., & Worden, J. W. (1992). Detachment revisited: The child's reconstruction of a dead parent. American Journal of Othopsychiatry, 62(4), 494 - 503.

Vallotton, C. (2011). Babies open our minds to their minds: How "listening" to infant signs complements and extends our knowledge of infants and their development. Infant Mental Health Journal, 32(1), 115-133.

Werner-Lin, A., & Biank, N. M. (2012). Holding parents so they can hold their children: Grief work with surviving spouses to support parentally bereaved children. Omega, 66(1), 1-16.

Willis, C. A. (2002). The grieving process in children: Strategies for understanding, educating and reconciling children's perceptions of death. Early Childood Education Journal, 29(4), 221 - 226.

Wood, L., Byram, V., Gosling, S., & Stokes, J. (2012). Continuing bonds after suicide bereavement in childhood. Death Studies, 36, 873-898.

Worden, J. W. (1996). Children and grief: When a parent dies. New York, N. Y. : Guilford Press.

*This workshop has been designated as a “non-credit” for Counselors by NBCC. You may attend this session but you will not received CE credit.

108 Session G: Saturday June 30, 2018 9:00am – 10:30am Concurrent Sessions

G1: Grief in Art Journal

The Grief-in-Art Journal, will demonstrate 12 different projects with 12 different topics and mediums. Example Journal will be available for display. One art project will be demonstrated with entire audience. Then the power point presentation with describe and show pictures and list of items needed to complete the other 11 art projects. Ideas for 11 other art projects: * Finger painting (Family Tree), * Finger Print (Magazines), * Watercolor with a white crayon (Feelings inside and out). * Crayons/Marker (Name of loved one and adjectives), * Pencil (Broken heart). * Print making (Item of their loved one). * Photography (Past, Present and Future). * Colored pencils (Through a Storm). * Pastels (Draw/paint an animal that reminds them of their loved one). * Design (Feelings over the past month). * Lithograph (Design the front of their loved ones Memorial Program).

Learning Objectives

1. Identify various expression of grief through different art mediums 2. State the purpose and benefits of a Journal that teens can have to remember their loved one 3. Describe twelve take- home activities to use in teen bereavement groups

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: Under 35 people

Presenter Information: Christina L. Westlund , B.S. Christy has worked for over 20 years with youth who have emotional and/or behavioral issues. She has been a facilitator with KidznGrief in Newport News for youth of all ages for over 15 years focusing on teens and young adults ages 18 -24. Christy has also been a facilitator with Mikey's Camp, a once a year camp held the 1st weekend of November for youth affiliated with KidznGrief. She has been planning group/play activities for the camp for the past 3 years. Most recently she has excitedly watched youth that were in her groups to now start to give back and support new youth by volunteering at camp.

Literature References:

The Expression of Grief and the Power of Art - Neil Strauss, New York Times - 09.13.01

Is Art a Medium to Portray Your Inner Feelings? - Cindy Kent, Art Shed Online - 11.10.15

109 Expression of Grief: An Arts-based Group Progress for Teens - Kathleen Michelle Fraser, Facility of Education - Lethbridge, Alberta - May 2010

I am not an Art Therapist nor have I studied Art Therapy in an official capacity. This training is focused not on Art Therapy, but activities that teen youth can do to help them express their emotions and ideas of the death of their loved one.

*This workshop has been designated as a “non-credit” for Counselors by NBCC. You may attend this session but you will not received CE credit.

110 G2: From Vision to Reality - Opening a Children's Grief Support Center

Have you always wanted to open a children's grief support center but didn't know where to start? Are you in the process of doing just that and need some guidance, encouragement and help? This workshop will walk you through both the passion, perseverance and skills required to successfully open a center, and all of the nuts and bolts needed to form a high functioning, legally sound, and financially viable children's grief support center. I've done it twice. You can do it too.

Learning Objectives

1. Describe the essential steps to raising startup and sustainable funding for a nonprofit. 2. Identify steps required to incorporate as a nonprofit, file for tax exempt status, write a business statement and case for support, complete a budget and build a board of trustees 3. Formulate a compelling vision and mission statement and engage with key local stakeholders to make that vision a reality in the community

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services

Target Audience: New to the Field Advanced Everyone is Welcome

Audience Limit: No limit

Presenter Information: Mary Robinson, M.A.

Mary Robinson is the Founder and Executive Director of Imagine, A Center for Coping with Loss in Westfield, NJ and the Founder and former Executive Director of Good Grief located in Morristown, NJ. Leaving the corporate world in 1997 after 14 years at Prudential Financial, to volunteer and work full-time in the field of children’s grief support, Ms. Robinson’s commitment is to foster resiliency and emotional well-being in children, teens and adults coping with loss. Mary has a BA in English, an MA in Applied Psychoanalysis and holds a Certificate in Thanatology.

Literature References: Carver, J. (2006) Boards That Make a Difference: A New Design for Leadership in Nonprofit and Public Organizations. San Francisco, Jossey-Bass

Establishing A Nonprofit Organization - Foundation Center, Retrieved October 30, 2014, from http://foundationcenter.org/getstarted/tutorials/establish/inc.html

Axelrod, T. (2012) The Benevon Model for Sustainable Funding: A Step-by-Step Guide to Getting it Right. Benevon Publications.

111 Wolfelt, A. (2004) The Understanding Your Grief Support Group Guide: Starting and Leading a Bereavement Support Group. Colorado, Companion Press.

Schuurmann, D. (2004) Never the Same: Coming to Terms with the Death of a Parent. New York, St. Martens Press

Chappell, B. (2007) Children Helping Children with Grief: My Path to Founding The Dougy Center. New Sage Press

112 G3: The Millennial Grief Journey

There are many misconceptions about Millennials - how they work, live, and grieve. Do you ever find yourself struggling with a bit of a compassion gap? Trying to figure out how they will function in today’s world with their ideas of what life and death should be like? We will explore the world they both live and grieve in. Why social media and technology seem to outweigh personal connections, and how we can better relate to this emerging population.

Learning Objectives

1. Identify misconceptions about how Millennials grieve in regards to personal connections, technology, and societal expectations 2. Examine the compassion gap with regard to effectively serving the Millennial population 3. Identify personal challenges and within colleagues to create a brainstorm of ideas and strategies to implement effective approaches with the Millennial population

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X X

Target Audience: Everyone is Welcome New to the Field Advanced Everyone is Welcome X Audience Limit: No limit

Presenter Information: Kirstin (Kiri) Thompson Meyer MS, LPC, NCC - Primary Presenter Kirstin (Kiri) Thompson Meyer, MS, LPC, NCC is the Director of Programming for Actively Moving Forward (AMF), a Healgrief.org program. She is a licensed Child & Family therapist in the state of WI and owns her own business StarBright Grief Guidance LLC specializing in programming, consultations, and trainings in the areas of grief and trauma. Kiri has volunteered for 23 sessions of children and family grief camps both in the US and Ireland over the past 10 years, and looks forward to many more in the years to come!

Fran Solomon After family, Fran’s passion lies in philanthropy. Fran is a member of the Cedars Sinai Board of Governors and served as a member of the Board of Directors and past Chair for Our House Grief Support Center, a community-based agency located in Los Angeles. During her work with Our House, Fran realized a greater vision than local community work. She recognized that communities were no longer defined by geography. “Grief is universal and has no boundary. There needs to be a place where individuals throughout the world can come and celebrate the lives of those they love as well as have a place where those bereaved can be guided through their grief to reach a healthy grief recovery.”

113

Literature References:

Dopp, A. R., & Cain, A. C. (2012). The Role of Peer Relationships in Parental Bereavement During Childhood and Adolescence. Death Studies, 36(1), 41-60.

Michael, S. T., & Snyder, C. R. (2005). Getting Unstuck: The Roles of Hope, Finding Meaning, and Rumination in the Adjustment to Bereavement among College Students. Death Studies,29(5), 435-458.

Ruthig, J. C., Haynes, T. L., Perry, R. P., & Chipperfield, J. G. (2007). Academic optimistic bias: Implications for college student performance and well-being. Social Psychology of Education,10(1), 115-137.

114 G4: Traumatic Loss: What is Different, The Impact, Protective Factors and How to Help

Children and teens who lose a loved one through traumatic circumstances face unique challenges; it is a loss that is particularly difficult and has a number of distinctive features. Not only do these children experience grief, they also have to come to terms with the traumatic event that led to that loss. Children with childhood traumatic grief are often unable to go through the normal process of grieving because remembering the loved one serves as a trauma reminder, producing symptoms of childhood traumatic stress. Recognizing, preventing or lessening the effects, and increasing protective factors with programs and services is vital.

Learning Objectives

1. Define childhood trauma, childhood traumatic stress (CTS), childhood traumatic grief (CTG), adverse childhood experiences, and differentiate traumatic loss from other types of loss 2. Recall that CTS is a psychological reaction with possible mental and physical effects, recognize how intrinsic and extrinsic factors affect physical, behavioral, and emotional adaptations in children, and define both the short- term and long-term effects a 3. Describe how protective and resiliency factors may reduce the impact of exposure to trauma in childhood, and describe effective ways to help children and families with support programs and services.

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: No limit

Presenter Information: Laura Lindroth, MPH Laura Lindroth is Director of Programming and Community Engagement at Rainbows for All Children, committed to expanding the number of peer support groups, adapting an equitable training and curriculum to best support all children, and ensuring use of evidence-based research. Laura was a Peace Corps HIV volunteer in Jamaica. She has led capacity-building projects for public health, including children’s malnutrition and disaster relief efforts in Haiti, smoking prevention, cessation and policy implementation, and health promotion for youth. She has a B.S. in Communication from Boston University and a Master of Public Health in International Health and Development from Tulane University.

Literature References:

Mannarino, Anthony P. & Cohen, Judith A. (2011). Traumatic Loss in Children and Adolescents. In Journal of Child & Adolescent Trauma. Child and Adolescent Trauma across the Spectrum of Experience: Interpersonal and Ecological Factors; Volume 4, Issue 1.

115 Brent, D. A., Perper, J. A., Moritz, G., Liotus, L., Richardson, D.Canobbio, R. 1995. Posttraumatic stress disorder in peers of adolescent suicide victims, Predisposing factors and phenomenology. Journal of the American Academy of Child and Adolescent Psychiatry, 34: 209:215.

Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M.Edwards, V. 1998. Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The adverse childhood experiences (ACE) study. American Journal of Preventive Medicine, 14: 245:258.

Worden, J.W. (1991). Grief Counseling and Grief Therapy: A Handbook for the Mental Health Professionals. Second Edition. NY: Springer Publishing.

Oltjenbruns, K.A. (2001). Developmental context of childhood grief. In M.S. Stroebe, R.O. Hansson, W. Stroebe, H. Schut (Eds.) Handbook of Bereavement Research: Consequences, Coping, and Care Washington, DC: American Psychological Association, 169-917.

Allen, J.G. (1995). Coping with Trauma: A Guide to Self-Understanding. American Psychiatric Press.

Goodman, Robin F. (2002). Caring for Kids After Trauma and Death: A Guide for Parents and Professionals. The Institute for Trauma and Stress at the NYU Child Study Center. Retrieved from www.nctsn.org.

*This workshop has been designated as a “non-credit” for Counselors by NBCC. You may attend this session but you will not received CE credit.

116 G5: Mindful Moments

Mounting evidence suggests that the practice of mindfulness and mediation is good for body, mind and spirit and can be an important way to boost and maintain emotional and physical health. Specific mindfulness based strategies and meditations will be practiced during this session. Learn how to integrate these practices into group or individual time. Join us in beginning to slow down for some mindful moments and take some time for you! YOU are worth it!

Learning Objectives

1. Define mindfulness and state its application to be used in groups or private sessions 2. Identify mindfulness interventions for specific client populations 3. Describe the implementation of mindfulness-based self-care strategies that assist with professional and personal well-being

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: Under 35 people

Presenter Information: Janice E. Patton, B.S.

Janice Paton is a Certified Child Life Specialist (CCLS), and a former early childhood education teacher with professional experience spreading over 10 years. Throughout her career, she has provided child life services in family homes and school settings working with children, adolescents, adults, and families. Janice's specialty is providing grief support services. Offering grief support allows her to provide children and adolescents with positive coping skills and strategies to assist them with their grief journey. She incorporates various methods of creative activities, which she uses in her grief work, such as: art, writing, play, breath work and mindfulness. Janice holds a bachelor’s degree in early childhood education, certifications as a certified child life specialist and a certified healing touch practitioner. She is the founder of Kidz Grieve Too. Kidz Grieve Too provides funeral homes with grief support services for the children and families that they serve. Janice is also a senior grief facilitator for Suncoast Kids Place, which provides grief support to children, adolescents, and adults.

Literature References:

Payne, K. J. (2010). Simplicity parenting. Using the extraordinary power of less to raise calmer, happier and more secure kids. New York: Ballantine Books.

Van der Kolk, B. (2014).The body keeps the score: Brain, mind and body in the healing of trauma. New York. Penguin Books.

117 Flynn, L. (2013).Yoga for children. 200 yoga poses, breathing exercises and meditations for healthier, happier, more resilient children. Avon MA: Adams Media

*This workshop has been designated as a “non-credit” for Counselors by NBCC. You may attend this session but you will not received CE credit.

118 G6: The Childhood Bereavement Estimation Model (CBEM): A Public Health Tool

Following up on the Friday afternoon plenary on the Childhood Bereavement Estimation Model (CBEM), a quantitative public health tool, this workshop focuses on ways to more fully utilize the CBEM Toolkit to inform efforts of awareness building, needs identification, resource development, and service planning and provision at the state and community level. Case discussions and facilitated activities will allow participants to reflect on prevalence rates in conjunction with grief-related needs and services in their own communities. Participants will walk away with an action plan for implementing CBEM data to enhance grief services and systems of care.

Learning Objectives

1. Examine the Childhood Bereavement Estimation Model tool and its approach to estimating childhood bereavement prevalence 2. Explore case examples of the Childhood Bereavement Estimation Model to inform needs assessment and strategies for increasing access to grief-related services 3. Develop action steps for utilizing the Childhood Bereavement Estimation Model Toolkit presented in Part I in participants’ individual settings and communities.

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: No limit

Presenter Information:

Brook Griese, Ph.D. As a licensed psychologist, Dr. Griese has led the development and dissemination of programs and research at Judi’s House since co-founding the nonprofit in 2002 with her husband, Brian. Drawing on her background in academic research and clinical experience working with traumatized youth and families in diverse settings, her focus has been on integrating research and practice to increase access to care that effectively addresses the needs of the bereaved. Brook received her Ph.D. in clinical psychology from the University of Colorado Boulder and is an assistant clinical professor in the Department of Family Medicine at the University of Colorado.

Ayelet Talmi, Ph.D, Dr. Talmi has worked in childhood mental health for over two decades as a licensed psychologist, and has served for many years as a thought partner and strategist at Judi’s House and JAG Institute. She is actively engaged in clinical, research, and policy efforts focused on building sustainable service delivery systems for children and families including behavioral health integration in primary care settings, early childhood, and workforce capacity development in Colorado and nationally. Dr. Talmi is a Graduate Zero To Three Fellow and Past President of the Colorado Association for Infant Mental Health. 119 Micki Burns, Ph.D. Dr. Burns has clinical experience with children and families in community mental health and educational settings. She developed and administrated training programs for mental health professionals, including serving as Training Director of an APA accredited predoctoral internship in Texas. In her professional work, she saw the lifelong impact of unaddressed grief. At Judi’s House /JAG Institute, she found a setting that recognizes and celebrates the strengths and struggles of families following a loss. She uses her skillset to expand the reach of the Comprehensive Grief Care Model. Dr. Burns is an assistant clinical professor at the University of Colorado and licensed psychologist.

Literature References: Frieden, T.R. (2010). A framework for public health action: The health impact pyramid. American Journal of Public Health, 100(4):590-595. doi:10.2105/AJPH.2009.185652

Griese, B., Burns, M. R., Farro, S. A., Silvern, L., & Talmi, A. (2017). Comprehensive Grief Care for bereaved children and families: Policy and practice implications. American Journal of Orthopsychiatry, 87(5), 540-548. http://dx.doi.org/10.1037/ort0000265

U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Health Statistics, CDC WONDER online database. (2015). Underlying Cause of Death 1999-2014; 2015. http://wonder.cdc.gov/bridged-race-v2015.html

120 G7: Equipping School Administrators with a Bereavement Plan of Care

School administrators are accustomed to creating Individualized Education Programs (IEP) or 504 plans for students who struggle with various disabilities or attention issues. These programs work as a blueprint as assist schools with a plan for supporting how a student accesses learning in a school environment. Students who are bereaved can often experience disruptions or shifts in their learning experience and as a result, could benefit from a bereavement plan of care that outlines specific accommodations. These plans increase a schools level of support and keep bereaved students on their radar as they move through the education system. Additionally, this allows students to tell administrators what they need in order to feel supported and understood as they grieve. Equipping schools with a training in childhood bereavement along with providing an example of what a bereavement plan looks like can help maintain continuity of care throughout the academic year.

Learning Objectives

1. Describe school professional training materials along with the resources that are utilized 2. Differentiate an IEP and 504 plan, and explain how a Bereavement Plan of Care will differ

3. Examine a sample copy of a Bereavement Plan of Care for schools to implement.

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Presenter Information:

Melissa Lunardini, M.A.

Literature References:

121 Heath, M. A., & Sheen, D. (2005). School-based crisis intervention: Preparing all personnel to assist. New York: Guilford Press.

Helping the grieving student: A guide for teachers. (2006). Portland, Or.: Dougy Center for Grieving Children.

Reid, J. K., & Dixon, W. A. (1999). Teacher attitudes on coping with grief in the public school classroom. Psychology in the Schools,36(3), 219-229. doi:10.1002/(sici)1520-6807(199905)36:33.0.co;2-0

When death impacts your school: A guide for school administrators. (2003). Portland, OR: Dougy Center for Grieving Children.

122 G8: Encouraging Desired Behavior in a Support Group Setting

This highly engaging presentation will focus on ways to empower your support group facilitators to set a foundation in the group rooms for desired behavior and ultimately, safety for group members. Based on a workshop created as part of the Advanced Facilitator Training program at Boâ€™s Place, this presentation will outline how your center or organization may utilize the tools to improve group participation and volunteer satisfaction. The training will focus on five main concepts that encourage desired behavior, outlining their importance, offering examples of how they can be utilized, and providing participants an opportunity to practice applying new strategies.

Learning Objectives

1. Identify five basic concepts that encourage desired behavior in children and adults 2. Describe behavior techniques as they apply to grief support group members 3. Implement techniques within an organization or volunteer training program

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X Audience Limit: No limit

Presenter Information: Lori Bokone, M.Ed.

Lori Bokone is the Katy Program Manager at Bo’s Place, a bereavement center in Houston, Texas. She oversees ongoing grief support groups for families with children ages 5-18, at the Bo’s Place satellite location in Katy, Texas. Lori also manages the Little Friends program for preschool-aged children. She is a Licensed Professional Counselor Intern and a Certified School Counselor. Lori volunteered at Bo’s Place for eight years before joining the staff in 2016. She has previously worked as a behavior support teacher and has several years of experience as a special education teacher.

Literature References: Adams, S.K. & Baronberg, J. (2014, April 30). Positive Guidance Techniques. Retrieved from https://www.education.com/reference/article/positive-guidance-techniques/

Desautels, L. (2016, September 16). Energy and calm: Brain breaks and focused-attention practices. Retrieved from https://www.edutopia.org/blog/brain-breaks-focused-attention-practices-lori-desautels

Miller, P. H. (2011). Social learning theory. Theories of developmental psychology (5th ed.). (224-263). New York, NY: Worth Publishers.

123 G9: Psychometric testing of the Inventory of Youth Adaptation to Loss

The Inventory of Youth Adaptation to Loss (IYAL) was developed to understand the feelings and social supports experienced by bereaved youth to develop an evidence-base for bereavement interventions. The sample included 400 youth, permitting robust psychometric testing of the IYAL. To evaluate the reliability of the IYAL, the sample framework was national in scope, encompassed a range of different types of youth bereavement programs, and purposively sought diversity in the sample. Exploratory factor analysis identified five factors with distinct sub-scales indicating that the IYAL is a valid and reliable assessment instrument.

Learning Objectives

1. Identify the challenges and limitations of developing a standardized or empirically based instrument to measure how a child feels, communicates, is supported by, or connects with others 2. Identify the domains that make up the Inventory of Youth Adaptation to Loss 3. Evaluate the initial findings of the validity and reliability of the Inventory of Youth Adaptation to Loss.

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: New to the Field Advanced Everyone is Welcome X X Audience Limit: No limit

Presenter Information: Jennifer Kaplan Schreiber, Ph.D., MSW, LICSW Jennifer Kaplan Schreiber, PhD, LICSW, FT is an Adjunct Faculty member at Simmons College School of Social Work. Jennifer’s dissertation was testing the psychometric properties of the Inventory of Youth Adaptation to Loss, an outcome measure she developed collaboratively with bereavement programs in the US and Canada. Jennifer is Founder of Jeff’s Place in MA and FRIENDS WAY in RI. She is the Founding Clinical Director of Experience Camps, weeklong overnight camps for grieving youth in CA, GA, ME & NY. Jennifer is the author of You Are Not Alone: Young Adults Coping With Death, book chapters and journal articles.

Literature References: Devellis, R.F. (2012). Scale development: Theory and application. Los Angeles: Sage. Schreiber, J., & Spear, C. (2014). The magic of grief camps: The impact on teens. In K. Doka (Ed.). Coping with loss in adolescence (pp. 305-322). Washington, DC: HospiIce Foundation of America.

Sibthorp, J., Bialeschki, M. D., Morgan, C., & Browne, L. (2013). Validating, norming, and utility of a youth outcomes battery for recreation programs and camps. Journal of Leisure Research, 45(4), 514-536.

Pett, M., Lackey, N., & Sullivan, J. (2003). Making sense of factor analysis: The use of factor analysis for instrument development in Health Care Research. Thousand Oaks: Sage Publications, Inc.

124 G10: Camp VITAS: A Family Bereavement Camp Experience

This presentation will describe the benefits and process of a 3-day, family bereavement camp, Camp VITAS held in south Florida. Participants will learn how to structure a camp focused on the needs of the entire family in dealing with the death of a loved one. Process activities integrate a mindfulness approach thorough traditional camp activities of canoeing, hiking, swimming and fishing as well as specific art and music therapy approaches. Activities encourage families to learn from each other and are designed to build family cohesion, self-esteem and a greater understanding and acceptance of changing family dynamics and differences in how family members grieve.

Learning Objectives

1. Describe the structure of a 3-day family bereavement camp 2. Explain strategies that address the bereavement needs of the entire family through the camp process 3. Clairify how to integrate camp activities that build family cohesion, self-esteem and an acceptance of individual differences in grieving

Format of the Presentation: Experimental Lecture/Discussion Personal Experience Panel Performance X

Category of the Presentation: Administrative Outreach/Community Outcomes and Research and Programming and/or Collaboration Measurement Education Services X

Target Audience: Everyone is Welcome New to the Field Advanced Everyone is Welcome X Audience Limit: No limit

Presenter Information: Thomas Dalton LMHC, MT-BC

Thomas A. Dalton LMHC, MT-BC is a board-certified music therapist and a licensed mental health counselor in the State of Florida. He has worked in the field of music therapy for over 20 years and extensively in the area of hospice and bereavement. Tom works for VITAS Healthcare in Broward County responsible for directing the music therapy program and coordinating the Children’s Bereavement Center support groups in Broward county. He is a published author in several professional journals and books on music therapy and his work with bereaved adolescents and the grief songwriting process. Tom is also responsible for creating a number of bereavement camps in south Florida and is the founder and director of Camp VITAS, a bereavement camp for families, children and teens.

Literature References: Rhonda A. Richardson, Pamela A. Ferguson, Susan Maxymiv. (2017) Applying a Positive Youth Development Perspective to Observation of Bereavement Camps for Children and Adolescents. Journal of Social Work in End-of-Life & Palliative Care 13:2-3, pages 173-192.

Dalton T. A. & Krout, R.E. (2014). Integrative Songwriting. In Thompson, B. & Neimeyer, R.A. (Eds.). Grief and the expressive Arts: Practices for Creating Meaning. Routledge Taylor & Francis Group, New York and London 125 Barrett, C, (2003). "Bereavement camp: A qualitative analysis of a therapeutic program for grieving youth" Theses, Dissertations, Professional Papers. Paper 9478.

126 CONTINUING EDUCATION

The 22nd Annual Symposium on Children’s Grief is co-sponsored by the National Alliance for Grieving Children and The Institute for Continuing Education. The program offers a total of 14.50 contact hours as listed. Continuing education credit is awarded on a session-by-session basis with full attendance required for each session attended. Partial session credit is not offered. The CE processing fee is $45.00 per person ( pre-paid ) / $60 ( on- site ) and may be paid with registration or on-site. Symposium attendees who wish to receive continuing education credit MUST check in at the continuing education desk to make formal application and receive CE materials for completion. Staff at the CE desk will have a listing of attendees who pre-paid the CE processing fee.

Course Completion: To qualify to receive continuing education credit, attendees must complete the CE materials, sign in/out daily at designated locations, and complete an evaluation of the sessions attended. CE verification is mailed to attendees following the Colloquium.

Questions: If you have questions regarding continuing education, the program, faculty, grievance issues, or for a listing of learning objectives, please contact The Institute at: 800-557-1950; e-mail: [email protected].

Learning Objectives: Learning objectives are included in the Symposium Course Catalog. Commercial Support: The Institute for Continuing Education receives no funds from any commercial organization for financial support of its activities in providing continuing education sponsorship of the Symposium. The Institute’s sponsorship of this Symposium does not imply endorsement of featured exhibits.

Note: It is the responsibility of attendees to determine if continuing education credit offered by The Institute for Continuing Education meets the regulations of their licensing/certification board.

Continuing Education Offered: Psychology: The Institute for Continuing Education is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists. The Institute for Continuing Education maintains responsibility for this program and its content. Not all sessions may be approved for psychology credit. The CE materials received at the time of check-in at the CE desk will list any non-approved sessions.

Counseling: For counselors seeking CE credit, The Institute for Continuing Education will submit a co-sponsorship application to NBCC for this program. Not all sessions may be approved for counseling CE credit. The CE materials received at the time of check- in at the CE desk will list any non-approved sessions. New York: The Institute for Continuing Education is recognized by the New York State Education Department's State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors. Provider MHC- 0016.

Florida: The Institute for Continuing Education is recognized as a provider of continuing education by the Florida Dept. Health, Division of Counseling, Social Work, MFT, Provider BAP 255, expiration 03/2019.

Social Work: The Institute for Continuing Education, provider #1007, is approved as a provider for social work continuing education by the Association of Social Work Boards ( ASWB ), www.aswb.org, through the Approved Continuing Education ( ACE ) program. The Institute for Continuing Education maintains responsibility for the program. ASWB Approval Period: 4-13-2018 - 4-13-2021. Social workers should contact their regulatory board to determine course approval. Social workers participating in this program may receive up to 26.50 clinical continuing education contact hours. Not all sessions may be approved for social work credit. The CE materials received at the time of check-in at the CE desk will list any non-approved sessions. New York: The Institute for Continuing Education is recognized by the New York State Education Department's State Board for Social Work as an approved provider of continuing education for licensed social workers. Provider No. SW-0025.

Florida Dept. Health, Division Social Work, MFT, Counseling, Provider BAP 255, expiration 03/2019.

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Marriage/Family Therapy: The Institute for Continuing Education is recognized as a provider of continuing education by the Texas State Board of Examiners of Marriage/Family Therapists, Provider 177. Not all sessions may be approved for MFT credit. The CE materials received at the time of check-in at the CE desk will indicate any non-approved sessions.

New York MFT: The Institute for Continuing Education is recognized by the New York State Education Department's State Board for Mental Health Practitioners as an approved provider of continuing education for Licensed Marriage and Family Therapists. Provider MFT-0012.

Ohio: Provider RTX 100501,

Skill Level: Due to the interdisciplinary nature of this Symposium, sessions have not been rated for skill level. Attendees are urged to review the workshop descriptions for appropriateness for personal and professional development

Instruction Methodology: May include lecture, audio-visual, demonstration, experiential practice of techniques, large and small group discussion

Non-Credit Activities: Credit is not offered for breakfast, luncheon, dinner, social events, poster sessions, networking sessions, tour activities. If you have questions, contact The Institute for Continuing Education at: [email protected]

Ethics Hours / Academic Credit: The Conference offers no “academic” credit and CE hours awarded are not eligible toward fulfillment of a degree. No “ethics” hours are offered.

ADA: For accommodations on the basis of disability please contact: ______.

Continuing Education Hours Offered by Day: Thursday, June 28: 6.00 hours Friday, June 29: 5.50 hours Saturday, June 30: 3.00 hours Total Hours Offered: 14.50 hrs.

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